Investment: $299

This course supports educators in rethinking assessment practices amid rapid changes brought by generative AI. Participants explore how to design assessment that prioritizes trust, thinking, and learning, rather than surveillance or compliance.

Designed for secondary international school contexts, this course explores how research-informed assessment practices can remain humane, meaningful, and learning-centered in the age of AI. Drawing on Dylan Wiliam’s work on embedded formative assessment and Ron Ritchhart’s research on visible thinking, participants examine how task design, formative routines, and feedback can surface student thinking, support metacognition, and build trust – without relying on surveillance or compliance-driven systems. Educators leave with practical strategies for assessment that strengthen learning, agency, and professional judgment amid ongoing change.

Course curriculum

    1. Course Information

    1. Padlet

    1. Course Introduction: Why, What, How?

    2. Chapter 1_Setting the Compass: Why Sound Assessment Principles Endure Despite Turbulent Waters

    3. Chapter 2_Storm Signals: What AI Is (and Is Not) Disrupting in Assessment

    4. Chapter 3_Evergreen Principles: Assessment Practices That Continue to Work

    5. Chapter 4_Making Thinking Visible: What We Can Actually Assess Well

    6. Chapter 5_Designing Tasks That Invite Thinking (and Dissuade Shortcuts)

    7. Chapter 6_Assessment for Learning in Action: From Evidence to Response

    8. Chapter 7_Steering the Course: Clarity, Coaching, and Shared Expectations

    9. Chapter 8_Trust on Board: Shared Responsibility for Learning and Integrity

    10. Chapter 9_Adjusting Our Course: Three Assessment Shifts for the AI Era

    11. Chapter 10_Holding Steady: Making Principled Assessment Decisions Going Forward

    1. Complete this short survey and get your course completion certificate!

About this course

  • $299.00
  • 14 lessons
  • 2 hours of video content

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Facilitator

Emily Thomas

Based in Bangkok, Emily J. Thomas is an educator, consultant, and strategist dedicated to strengthening curricular development and pedagogical vision in international schools. Her practice is grounded in deep instructional expertise as an MYP and DP Secondary Language and Literature teacher, alongside leadership experience as a former MYP Coordinator at two different international schools in Asia. As a Strategist for Erin Kent Consulting (EKC), Emily partners with schools to design disciplinary literacy systems that empower students to think like experts across subject areas. An active member of the IB Educator Network (IBEN), she serves as an IB Workshop Facilitator and DP Literature A Examiner, leveraging her expertise to lead high-level programme implementation. Through her consultancy, Playground Pedagogy, she champions “playful minds, serious learning” by applying design-forward approaches to curriculum and systems thinking. Beyond the academic framework, Emily is a vocal advocate for student wellbeing, focusing on expanding access to yoga and mindfulness to help teenagers navigate the complexities of modern life.