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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.
“Learning how to learn” used to be an optional extra in education; today, it’s a survival skill.” ― Dylan Wiliam, Embedding Formative Assessment: Practical Techniques for K-12 Classrooms
Formative assessment can be defined in many ways, but I think the most useful way is to think about the roles of teachers, learners, and their peers in: (1) establishing learning intentions; (2) determining where the learners are with respect to those learning intentions; and (3) figuring out how to make progress.
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Apr 25, 2014 · This is why my definition of formative assessment does not require that the inferences we make from the evidence of student achievement actually improve student learning—learning is too complex and messy for this ever to be certain.
