FLO Lab: Maximizing Student Learning with Assessment -As, -For, and -Of Learning
May 22 @ 9:00 am – 12:00 pm
FLO Lab: Maximizing Student Learning with Assessment -As, -For, and -Of Learning

Join us for this free, three-hour experiential Facilitating Learning Online (FLO) workshop.

Are you interested in reviewing and revising your assessment and evaluation framework to further support student learning and success, but do not quite know where to start?

About the FLO Lab

In her 2003 book, Assessment as Learning: Using Classroom Assessment to Maximize Student Learning, Lorna M. Earl describes a framework for assessment and evaluation that builds on traditional formative and summative assessment by introducing a third focus: assessment as learning.

In this FLO Lab, participants can expect to walk away with their own assessment and evaluation plan that includes opportunities for their students to engage in deep learning through layered assessment -as, -for, and -of learning activities. Participants should bring an existing course syllabus, unit/topic assessment and evaluation plan, or a list of course learning outcomes to work with. There will be a framework template participants can use, as well as an example of a completed one.

Register now!

This lab will not be recorded. Please plan on attending for the full three hours to get the most out of the session.

Learning Outcomes

With the help of peers and facilitated content, participants will create an assessment and evaluation framework for a topic that includes assessment -as, -for, and -of learning activities.

About the Facilitator

Your FLO facilitator will be Mike Ray. Mike (he/his) is an educational accessibility developer from the College of New Caledonia. His areas of expertise are in Universal Design, assessment, instructional techniques, Indigenization, and experiential learning. He uses a business lens to view life and work, having completed his Master of Business Administration (MBA) and Chartered Professional of Human Resources (CPHR) designation. He is also deeply interested in change leadership and considers himself a change management pracademic, or someone who is interested in both the academics and practice of change management.