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Jan 10, 2019 · ‘Owning your own learning’ is at the heart of strong self-regulation and metacognition: setting learning goals, planning, monitoring and evaluating success in tasks links to those goals; forming effective schemata that take account of big-picture questions and themes that inform subsequent conscious rehearsal and elaboration.
Dylan Wiliam outlines five key strategies in formative assessment that advance learning effectively. These strategies encourage clear communication of objectives, foster engaging classroom discussions, and utilize learners as resources for understanding and improvement.
- Wiliam says ‘if you don’t know where you’re going, you’ll never get there’. This is largely about curriculum planning. Where do you want your children to get to by the end of the lesson/year/school experience?
- ‘Owning your own learning’ is at the heart of strong self-regulation. How do you encourage your learners to own their own learning? How do you support them to be good at this - what does excellence look like in self-regulation?
- Feedback is only successful if students’ learning improves. How do you students respond differently do feedback - how do you personalise this approach to achieve the best outcomes?
- This is where disciplined ‘think pair share‘ becomes so powerful. What makes a disciplined think, pair, share? What others techniques can you think of that best support students to act as a learning resource for one another?
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.
- “A bad curriculum well taught is invariably a better experience for students than a good curriculum badly taught: pedagogy trumps curriculum. Or more precisely, pedagogy is curriculum, because what matters is how things are taught, rather than what is taught.”
- “The greatest impact on learning is the daily lived experiences of students in classrooms, and that is determined much more by how teachers teach than by what they teach.”
- “feedback should cause thinking. It should be focused; it should relate to the learning goals that have been shared with the students; and it should be more work for the recipient than the donor.
- “The teacher’s job is not to transmit knowledge, nor to facilitate learning. It is to engineer effective learning environments for the students. The key features of effective learning environments are that they create student engagement and allow teachers, learners, and their peers to ensure that the learning is proceeding in the intended direction.
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’.
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Formative Assessment and Its Impact on Education. Why should formative assessment be a priority for teachers in their daily practice? Formative assessment should be a priority for teachers because of a principle about learning and an uncomfortable fact about the world.
