Embedded Formative Assessment - Softcover

Dylan Wiliam

Softcover

ISBN 10: 1742398111 ISBN 13: 9781742398112

Publisher: Solution Tree Press, 2011

Synopsis

If we are to maintain our status as one of the world's leading economies and secure our economic futures, and if we want our students to thrive in the impossibly complex, unpredictable world of the 21st century, we must concentrate on increasing educational achievement by increasing the quality of the teachers in our schools. The author faces this challenge head-on by making a case for the important role of formative assessment in increasing teacher quality and student learning.

Formative assessment plays an important role in increasing teacher quality and student learning when it's viewed as a process rather than a tool. Emphasizing the instructional side of formative assessment, this book explores in-depth the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning to engineer effective learning environments for students.

Benefits

* Presents five key strategies with research evidence to show the impact of each

* Includes over 50 practical techniques for classroom formative assessment

Contents
Introduction
Chapter 1: Why Educational Achievement Matters
Chapter 2: The Case for Formative Assessment
Chapter 3: Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria
Chapter 4: Eliciting Evidence of Learners Achievement
Chapter 5: Providing Feedback That Moves Learning Forward
Chapter 6: Activating Students as Instructional Resources for One Another
Chapter 7: Activating Students as Owners of Their Own Learning
Epilogue
References and Resources

About this title

About the Author

Dylan Wiliam, PhD, is a consultant who works with educators in North America, the United Kingdom, and many other countries to develop effective, research-based formative assessment practices. He is former deputy director of the Institute of Education at the University of London. From teaching in urban public schools to directing a large-scale testing program to serving in university administration, his professional path has led to a variety of positions at the forefront of education. Dr. Wiliam was also, from 2003 to 2006, senior research director at the Educational Testing Service in Princeton, New Jersey.

During his early years of teaching in inner-city classrooms, Dr. Wiliam focused on physics and mathematics. He later joined the faculty of Chelsea College, University of London, which later became part of King s College London. Here, he worked on developing innovative assessment schemes in mathematics before accepting leadership of the King s College Mathematics Education Program.

For three years, Dr. Wiliam served as the academic coordinator of the Consortium for Assessment and Testing in Schools, which developed a variety of assessments for the national curriculum of England and Wales. He then returned to King s College to serve as dean of the School of Education before being promoted to assistant principal of the college.

In 1998, he coauthored a major review of research evidence on formative assessment with Paul Black and has worked with many teachers in the United Kingdom and United States on developing formative assessment practices to support learning.

In addition to a doctor of education, Dr. Wiliam holds numerous degrees in mathematics and mathematics education.

Edition details

• Publisher: Solution Tree Press
• Publication date: 2011
• Language: English
• ISBN 10: 1742398111
• ISBN 13: 9781742398112
• Binding: Paperback
• Number of pages: 189