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Jan 10, 2019 · 1.Clarifying, understanding, and sharing learning intentions. Wiliam says ‘if you don’t know where you’re going, you’ll never get there’. This is largely about curriculum planning. I read ‘learning intentions’ as meaning: what do we want all students to know and be able to do?
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.
Dec 12, 2018 · The second book review in this issue, is written by Dylan Wiliam (Citation this issue) on Assessment for learning: meeting the challenge of implementation, edited by D. Laveault & L. Allal. The book is a result of a series of meetings between assessment scholars around the world, from 2001 to 2014.
- Therese N. Hopfenbeck
- 2018
- 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 justification for each of the components of the definition can be found in Black and Wiliam (2009) and Wiliam (2010), and explorations of how formative assessment relates to other theoretical perspectives on teaching and learning can be found in Black and Wiliam (2004, 2011) and Wiliam (2007).
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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.’. What makes a good question?
