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Jan 10, 2019 · The five strategies were expressed as early as 2005: Clarifying, understanding, and sharing learning intentions. Engineering effective classroom discussions, tasks and activities that elicit evidence of learning. Providing feedback that moves learners forward. Activating students as learning resources for one another.
Jan 1, 2006 · PDF | On Jan 1, 2006, Dylan Wiliam published Assessment for learning: why, what and how | Find, read and cite all the research you need on ResearchGate.
In this paper, I want to describe the key ingredients of formative assessment: effective questioning, feedback, ensuring learners understand the criteria for success, and peer- and self-assessment, and then to show how they fit together within the general idea of the ‘regulation of learning.’.
Dylan Wiliam describes assessment as the bridge between teaching and learning. The concept of “ formative assessment” emerged with recognition of the importance of feedback and application of navigational metaphors about staying on course through corrective steering.
- Introduction
- Setting up a project
- Reflections on the outcome
- A focus on learning
- A learning environment and changes of role
- Explaining success: the focus of the project
Assessment in education must, first and foremost, serve the purpose of supporting learning. So it is fitting to start a study of assessment with an exploration of the meaning and practices of assessment that serve this purpose most directly. This chapter is the story of a development that started with a review of what research had to say about form...
Given that our review had shown that innovations in formative assessment could raise standards of student achievement substan-tially, it was natural to think about ways to help schools secure these benefits. However, even if a recipe for practice could have been derived from the variety of research studies, our own experience of teachers’ professio...
It was clear that the new ideas that had emerged between the teachers and ourselves involved far more than the mere addition of a few tac-tical tricks. Some reflection was needed to tease out the more funda-mental issues that seemed to be raised.
One of the most surprising things that happened during the early project meetings was that the participating teachers asked us to run a session on learning theories. In retrospect, perhaps, we should not have been so surprised. Whilst teachers could work out after the event whether or not any feedback had had the desired effect, what they needed wa...
Reflection on the experiences described above led to more profound thinking by participants about their role as teachers and about the need to ‘engineer’ learning environments in order to involve stu-dents more actively in learning tasks. The emphasis had to be on the students doing more of the thinking and making that thinking public. As one teach...
We were surprised that the project was so successful in promoting quite radical changes in the practices of almost all of the teachers involved, and wondered whether lessons could be learned from it about the notoriously difficult problem of turning research into prac-tice. One relevant factor is that the ideas that the project set before the teach...
The notion of formative assessment as being central to the regulation of learning processes has been adopted by some writers in the Anglophone community (see, for example, Wiliam, 2007), and the broadening of the conception of formative assessment in the English-language literature was noted by Brookhart (2007).
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Dec 1, 2013 · This yields a definition of formative assessment as comprising five key strategies: clarifying, sharing and understanding learning intentions; engineering effective discussions, activities, and...
