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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.
Mar 28, 2021 · (Wiliam 2017 p.42) He defines formative assessment as ‘the process used by teachers and students to recognise and respond to student learning in order to enhance that learning, during the learning’.
Welcome to Dylan Wiliam’s website. Inside the Black Box, and other booklets containing ideas about how to improve formative assessment in schools, are available from GL Assessment in Europe, Hawker-Brownlow in Australasia, and Learning Sciences International in North America.
- Nobody Cares How Much You Know Until They Know How Much You Care
- Learning Is A Change in Long-Term Memory
- Memory Is The Residue of Thought
- Learning Requires Forgetting
- If You Don’T Know Where You’Re Going, You Might Wind Up Someplace Else
- The only Thing That Matters About Feedback Is What Students Do with It
- Effective Group Work Requires Individual Accountability
- Students Have Deep Insights Into Their Own Learning
This phrase is generally attributed to Theodore Roosevelt, although it does not appear in any of his writings or recorded speeches. Whatever the source, it captures a key point for teaching. Teaching is about relationships, and these relationships are best when they involve mutual respect. When I ran a PGCE, many of the student teachers told me tha...
This comes from the work of educational psychologists John Sweller and Paul Kirschner. They point out that if nothing has been changed in long-term memory, then nothing has been learned. Early in my career, I was constantly surprised by how many students could do things at the end of a unit but had forgotten it all six weeks later. This also explai...
This is the pithy summary of what we know about human memory articulated by Daniel Willingham, professor of psychology at the University of Virginia. As another American psychologist, professor Robert Bjork, has pointed out, how well students perform in a learning task is inversely proportionate to how much they will remember weeks later. Students ...
The work of Bjork yields another, even more counterintuitive, insight into learning: that forgetting is important to long-term learning. Restudying material when it is fresh in your mind feels good because the material seems familiar - it feels as if you know it. However, this is misleading because the reason it seems familiar is because of its rec...
This is from Lawrence “Yogi” Berra - a professional baseball player - and it neatly encapsulates the importance of sharing learning intentions with students. I am actually embarrassed by how long I spent teaching without telling my students where we were going. After all, it’s rather obvious that if the students know where they are headed, they hav...
The purpose of feedback is almost always to improve the student, and not the work. The work is simply the evidence that points you to what kinds of improvements are possible and desirable. An immediate consequence of this is that feedback should be more work for the student than the teacher, and what really matters with feedback is what students do...
As a young teacher, I embraced the idea that students should work in groups - after all, as adults they would probably be working in teams for the rest of their lives, so an important aspect of education should be to prepare students for this. However, I was disappointed that when students worked in groups, it was often less effective than when I t...
All schools involve students in decision-making. Unfortunately, the decisions on which they are consulted tend to be matters like the cafeteria and toilets, rather than what happens in classrooms. One of the things I regret most about my teaching was my failure to treat students as essential partners in the learning process. Since leaving full-time...
May 13, 2024 · The school’s success story highlights the transformative potential of purposeful action feedback in the classroom. By adopting the 5R model and aligning it with recent research on effective feedback practices, educators can ensure that their feedback leads to tangible improvements in student outcomes.
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.
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Dylan ap Rhys Wiliam is a Welsh educationalist. He is emeritus professor of educational assessment at the UCL Institute of Education. He lives in Bradford County, Florida, United States. Early life and education. Born in North Wales, Wiliam grew up in a monoglot Welsh-speaking family.
