Embedded Formative Assessment
In this book Dylan Wiliam stresses the importance of formative assessment as a key process for increasing teacher quality whilst having the biggest impact on student outcomes. He argues that quality of teachers is the single most important factor in the education system. He looks at some of the popular initiatives that aim to increase student achievement, such as learning styles and presents research that shows formative assessment practices have a much greater impact on educational achievement than most other reforms. This book offers over fifty practical techniques for classroom formative assessment that every teacher will be able to implement into their regular classroom practice. Formative assessment strategies include classroom questioning, learning intentions, productive feedback and collaborative learning.
- Paperback | 189 pages
- 205 x 297 x 12mm | 560g
- 10 May 2011
- Hawker Brownlow Education Pty Ltd
- Cheltenham, Melbourne, Australia
- British English Edition
About Dylan Wiliam
Dylan Wiliam, PhD, is a consultant who works with educators in the United Kingdom and North America to develop effective, research-based formative assessment practices. He is former deputy director of the Institute of Education at the University of London. From teaching in urban public schools to directing a large-scale testing program to serving in university administration, his professional path has led to a variety of positions at the forefront of education. Dr. Wiliam is also senior research director of the Learning and Teaching Research Center at the Educational Testing Service in Princeton, New Jersey. During his early years of teaching in private and inner-city classrooms, Dr. Wiliam focused on physics and mathematics. He later joined the faculty of Chelsea College, University of London, which later became part of King's College London. Here, he worked on developing innovative assessment schemes in mathematics before accepting leadership of the King's College Mathematics Education Program. For three years, Dr. Wiliam served as the academic coordinator of the Consortium for Assessment and Testing in Schools, which developed a variety of assessments for the national curriculum of England and Wales. He then returned to King's College to serve as Dean of the School of Education before being promoted as assistant principal of the university. He co-authored a major review of research evidence on formative assessment with Paul Black and has worked with many teachers in the United Kingdom and United States on developing formative assessment practices to support learning. In addition to a doctor of education, Dr. Wiliam holds numerous degrees in mathematics and mathematics education.