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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.
Assessment is probably the most important thing we can do to help our students learn. We may not like it, but students can and do ignore our teaching; however, if they want to get a qualification, they have to participate in the assessment processes we design and implement.
- Dylan Wiliam
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.’.
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.
Dylan Wiliam, Institute of Education, University of London Abstract The idea that assessment is intrinsic to effective instruction is traced from early experiments in the individualization of learning through the work of Benjamin Bloom to reviews of the impact of feedback on learners in classrooms. While many of these
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Paul Black and Dylan Wiliam. Introduction. 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.
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Assessments are formative for schools and districts if the information generated can be interpreted in such a way as to improve the quality of learning within the schools and districts. The view of assessment presented here involves a shift from quality control in learning to quality assurance.
