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- He puts forth three proposals about how to think of any ideas that are suggested to improve education. First, he advises, “get away from the idea of what works in education, and instead ask, ‘How well does it work?’”
fordhaminstitute.org/national/commentary/dylan-wiliams-guide-clear-education-thinking
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What does Wiliam say about learning?
What does Dylan Wiliam say about learning?
What does Wiliam say about learning intentions?
What does Wiliam say about 'clarifying understanding and sharing'?
How do Wiliam's theories enhance AFL?
Who wrote the book Assessment for learning?
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.
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.
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’.
Wiliam's black box is the classroom, into which he suggests policy makers feed vague ideas in the hope that they will produce desirable outcomes. His main sticking point with such policies is that they hamper rather than help pupil learning, especially in the case of assessment.
- Developing Formative Practice
- Implementing AFL
- AFL and G&T Students
- AFL Materials on The Dfes Standards Website
- References and Further Reading
Questioning:Teachers found that if they allowed more time for students to reply to their questions, more thoughtful answers were given. They also found that lessons became richer if they changed th...
Implementing AfL on a small scale can pose problems as students who have become used to playing an active role in their own learning may be confused by having to revert to a passive role. It is in school-wide implementation that AfL really comes into its own, but this needs to be a long and careful process, based on a clear vision, thoughtful evalu...
It has been suggested that students who are used to coasting through their coursework may not adapt as well to AfL, which demands more effort and engagement in the classroom. However, it can also be argued that a system that is modelled to target individual improvement will necessarily help higher achievers. Group work in which students discuss and...
AfL training materials have been developed as part of the KS3 Strategy’s support for whole-school improvement. They are intended to provide a coherent and accessible platform for schools relatively new to AfL and, for others, materials to help teachers refocus on some of the more challenging areas of AfL. www.standards.dfes.gov.uk/keystage3/respub/...
Black, PJ (2003), ‘Testing Times: Role of Assessment for Learning’, Curriculum Briefing 2:1Black, PJ et al (2002), Working inside the Black Box: Assessment for Learning in the Classroom, nferNelson: LondonBlack PJ and Wiliam D (1998a), ‘Assessment and Classroom Learning’, Assessment in Education, March, p7-74Black PJ and Wiliam D (1998b), Inside the Black Box (online version available at www.pdkintl.org/kappan/kbla9810.htm)Dec 12, 2018 · Black and Wiliam ( this issue) outline a model where educational design and assessment is associated with theories of pedagogy, instruction and learning while also taking specific subjects into account. The article thoroughly discusses issues around policy, practise and implementation of formative assessment practices.
Nov 25, 2022 · The five strategies promoted by Wiliam and Leahy are: Clarifying, sharing and understanding learning intentions and success criteria. Engineering effective discussions, tasks, and activities that elicit evidence of learning. Providing feedback that moves learners forward.
