An interview with Dylan Wiliam Dylan Wiliam is a world authority on formative assessment and Emeritus Professor of Educational Assessment at the UCL Institute of Education in London. His popular book on formative assessment, Embedded Formative Assessment, was recently released as a revised edition and his latest book, Creating the Schools our Children Need, critically examines the ways we could seek to improve education at a system level. Following the recent trial of a professional development approach to formative assessment conducted by the Education Endowment Foundation in the UK, I thought it would be good to catch up with Wiliam and seek his thoughts. 1. The Education Endowment Foundation in the UK (EEF) recently published the findings of its trial of the Embedding Formative Assessment professional development programme. How would you summarise these findings? 2. 3. 4. Perhaps more surprisingly, formative assessment does not even entail any view of psychology (what happens when learning takes place). 5.
Sara Bruuns klassrum Getting started with Assessment for Learning Assessment for learning in practice AFL emphasises the creation of a learner-centred classroom with a supportive atmosphere, where students are not afraid to make mistakes and learn from them. We are going to look at five approaches or strategies that you can use in a lesson or programme of study. 1. There are two main types of question: closed and open. A closed question requires a short answer, such as remembering a fact. On average, teachers only wait 0.9 seconds after asking a question before taking an answer from a learner. One way to help increase ‘wait time’, and to ensure the whole class is actively engaged, is to ask your learners to write down the answer to a closed question on a piece of paper, mini whiteboard or tablet, and hold it up. A good strategy to use if a learner gets the answer wrong is to make this into a positive event. Open questions need longer answers, and often require the learner to provide an opinion. Transcript Want to know more? 2. Want to know more? 4. 5.