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What Formative Assessment is (and isn't)
Description A number of studies have shown that helping teachers develop their use of formative assessment can have significant impact on the achievement of their students. However, these studies are today often cited in support of formative assessment practices that bear no relation to those that the research shows makes a difference. In this session, participants will learn to distinguish between different kinds of formative assessments (including benchmark, interim, and common formative assessments) and, more importantly, know when to use which to make the most difference to student learning.
About Professor Dylan Wiliam
After a first degree in mathematics and physics, and one-year teaching in a private school, he taught in inner-city schools in London for seven years. In 1984 he joined Chelsea College, University of London, which later merged with King's College London. From 1996 to 2001 he was the Dean of the School of Education at King’s, and from 2001 to 2003, Assistant Principal of the College. In 2003 he moved to the USA, as Senior Research Director at the Educational Testing Service in Princeton, NJ. From 2006 to 2010 he was Deputy Director of the Institute of Education, University of London. Over the last 15 years, his academic work has focused on the use of assessment to support learning (sometimes called formative assessment). He now works with groups of teachers all over the world on developing formative assessment practices.
Registration
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| What Formative Assessment is (and isn't) |
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Dylan Wiliam