Co-Project Lead

Pam Robertson

Project Details

Assessment nanoMOOCs have been designed for busy teachers to build competence in classroom assessment. The nanoMOOCs were developed based on assessment research and practical experience with teachers to engage participants in actionable learning. The nanoMOOCs are innovative, asynchronous and fully online. The nanoMOOCs are presented within courses, each of which addresses a problem of practice. One nanoMOOC takes 45 to 60 minutes to complete. Completion of each nanoMOOC within a course is recognised with a digital microcredential (badge) that can be shared by digital platforms (e.g., LinkedIn), or attached to job applications.

The format is designed to support busy teachers with flexibility built into the delivery, pacing, timing and participation. Once enrolled in a course, teachers can focus on selected nanoMOOCs based on their own needs or complete all the nanoMOOCs within the course. Teachers can take nanoMOOCs individually, as a group, or as a whole school. One nanoMOOC within a course can be completed in a typical after school meeting or a series of nanoMOOCs can be taken on a professional development day.

nanoMOOCs course overview

This course addresses an identified problem of practice, ‘How can informal formative assessments be used to shape lessons?’. The course comprises seven self-paced nanoMOOCs, each addressing a teaching skill to support informal formative assessment practice. The full set of seven support teachers to write a criterion-referenced continuum and collect, interpret and use evidence through informal formative assessment against the continuum . If you have prior experience in any of these nanoMOOC topics, you can skip them. You will be issued with a digital microcredential for each nanoMOOC you complete. The order for taking nanoMOOCs within a course is flexible. Look for the lock symbol, which indicates which nanoMOOCs have a prerequisite.

You have access to the course for the year and can complete individual nanoMOOCs to suit your own schedule. You have the option to take the nanoMOOCs in your own time or you can coordinate with friends or colleagues to work through them at the same time.

Who should attend?

Busy teachers who want to improve their classroom assessment competence with flexibility and using practical application of their learning.

Course content

This course has the following nanoMOOCs:

  • Understanding Criterion-referencing
  • Collecting Informal Formative Assessment
  • Identifying Student ZAD/ZPD
  • Identifying Evidence-based Learning Goals
  • Maximising Classroom Feedback
  • Providing Informal Feedback in the Classroom
  • Checking Suitability of Learning Goals

Course structure

Each nanoMOOC contains:

  • Content via video and written formats
  • An apply to practice task to support application of the skill to the teacher’s context
  • A quiz to check your understanding
  • A downloadable one page summary
  • A digital badge on completion

To find out more about ARC’s nanoMOOC offerings and enrol in current nanoMOOC courses, please visit ARC's professional learning website.


Project leads
Pam Robertson
Narelle English

Team members
Megan Collins
Marina Kociski

Research Centre

Assessment Research Centre