Embedding Formative Assessment

 
Date                : 29 May 2017, Monday
Venue             : To Be Confirmed
Time                : 9.00am to 5.00pm
Closing date   : 28 April 2017, Friday

Workshop Fee:

S$400.00 per participant. If 2 or more participants from the same school/organization attend the same workshop, the discounted fee will be S$350.00 per participant for that particular workshop. Fees are subject to GST and include all training materials, 2 tea breaks and a lunch. Invoice will be issued to school/organisation upon completion of the workshop.

Other Information:

Registration is on a first-come-first serve basis. No refunds will be made for cancellations or in the case of absentees. The Academy accepts replacements for registered participants who are unable to attend for whatever reasons.

For more information, please contact Joseph Loy at tel: 6363 0330 or email: This e-mail address is being protected from spambots. You need JavaScript enabled to view it .

Workshop Description

There is now a large and growing evidence base that helping teachers develop their use of minute-to-minute and day-by-day assessment is one of, if not the most powerful ways to improve student learning. However, adopting formative assessment, or assessment for learning as it is sometimes called, involves far more than adding a few “quick fixes” to teachers’ classroom repertoires. It involves a fundamental shift in focus, from what the teacher is putting in to the process to what the students are getting out of it. In this interactive one-day workshop, participants will learn:

• Why we need to increase educational achievement, what's been tried, and why it hasn't worked;
• Why formative assessment needs to be the priority for every school;
• What formative assessment is (and isn't);
• Practical techniques for implementing formative assessment; and
• How to sustain the development of formative assessment with teacher learning communities
  

Dylan Wiliam on Formative Assessment

Dylan Wiliam stresses the importance of formative assessment as a key process for increasing teacher quality for the biggest impact on student outcomes. He looks at some of the popular initiatives that aim to increase student achievement and presents research showing that formative assessment practices have a more cost-effective impact on educational achievement than any other reforms.

 
Leadership for Teacher Learning

 
Date                : 30 May 2017, Tuesday
Venue             : To Be Confirmed
Time                : 9.00am to 5.00pm
Closing date   : 28 April 2017, Friday

 Workshop Fee:
S$400.00 per participant. If 2 or more participants from the same school/organization attend the same workshop, the discounted fee will be S$350.00 per participant for that particular workshop. Fees are subject to GST and include all training materials, 2 tea breaks and a lunch. Invoice will be issued to school/organisation upon completion of the workshop.

Other Information:
Registration is on a first-come-first serve basis. No refunds will be made for cancellations or in the case of absentees. The Academy accepts replacements for registered participants who are unable to attend for whatever reasons.

For more information, please contact Joseph Loy at tel: 6363 0330 or email: This e-mail address is being protected from spambots. You need JavaScript enabled to view it .

Workshop Description

There is a “knowing-doing” gap in education. The problem is not that we do not know how to improve schools. The problem is implementing what is known to work in more classrooms. This is why approaches based on “sharing good practice” have been relatively ineffective. Teachers do not lack knowledge—rather they lack support in putting into practice changes in what they do in their classrooms, and this requires time. This is a particular problem in education because almost everything that teachers do in classrooms benefits their students. We cannot therefore create extra time by stopping teachers doing bad things—they aren’t doing any. The essence of effective teacher leadership is stopping people doing good things, to give them time to do even better things. In this interactive workshop, participants will learn about how leaders can support teachers in improving their classroom practice through an understanding of the research on habit change. Participants will also learn about the best ways of organizing teacher learning, how to monitor whether progress is being made, and how to make sure teacher learning is a priority.

Participants will:

• appreciate the need for schools to prioritize their work on teacher professional development
• know the limitations of meta-analysis as a method for prioritizing the work of schools
• understand how classroom formative assessment can provide an organising focus for strategic transformation of teaching and learning in schools
• learn about the latest research on habit change
• learn about the pitfalls of implementing teacher learning communities in schools

About the Trainer – Professor Emeritus Dylan Wiliam

Dylan Wiliam is Emeritus Professor of Educational Assessment at University College London.

After a first degree in mathematics and physics, and one year teaching in a private school, he taught in urban schools for seven years, during which time he earned further degrees in mathematics and mathematics education.

In 1984 he joined Chelsea College, University of London, which later became part of King's College London. During this time he worked on developing innovative assessment schemes in mathematics before taking over the leadership of the mathematics teacher education program at King’s.

Between 1989 and 1991 he was the Academic Coordinator of the Consortium for Assessment and Testing in Schools, which developed a variety of statutory and non-statutory assessments for the national curriculum of England and Wales.

After his return to King’s, he completed his PhD, addressing some of the technical issues thrown up by the adoption of a system of age-independent criterion-referenced levels of attainment in the national curriculum of England and Wales.

From 1996 to 2001 he was the Dean and Head of the School of Education at King’s College London, and from 2001 to 2003, he served as Assistant Principal of the College. In 2003 he moved to the USA, as Senior Research Director at the Educational Testing Service in Princeton, NJ. In 2006 he returned to the UK as Deputy Director of the Institute of Education, University of London. In 2010 he stood down as Deputy Director to spend more time on research and teaching.

His recent work has focused on the use of assessment to support learning (sometimes called formative assessment). He was the co-author, with Paul Black of a major review of the research evidence on formative assessment published and since then has worked with groups of teachers all over the world on developing formative assessment practices.

Click on the following video link to watch Professor Emeritus Dylan Wiliam.

Dylan Wiliam on Formative Assessment