Dr. Dylan Wiliam 4
By Carla Moore For years, we’ve had a serious problem in education. The heavy emphasis on high-stakes testing has prevented teachers from getting timely, actionable evidence of student learning. Ultimately, when a test score, issued after a student is no longer in a given classroom, indicates that the student did not meet the expectations of […]
By Dr. Dylan Wiliam Embedding Formative Assessment, which I wrote with Siobhán Leahy, is designed specifically to help individual teachers develop their practice of formative assessment on their own or with small groups of colleagues. Here are some suggestions for practical techniques you can try in your classroom right now. Technique 1: Start with samples […]
By Scott Sterling We would like to think we run a pretty good blog here, but we’re not foolish enough to think we’re the only one. The truth is that there are many, many outlets from which respected education leaders and newbie teachers alike share their experiences. Summer is a great time to catch up […]
Guest Post by Dr. Marcia L. Tate Whether we like it or not, students see assessment results as tangible, visible evidence of their worth and value. In the workshop I teach by the same name as this blog, I read a story called First Grade Takes a Test. This story is a wonderful illustration of […]
By Scott Sterling Assessment, generally speaking, is critical to educational success. Although the debate can still rage on about high-stakes testing, formative assessment is a crucial part of any successful classroom. Dr. Marcia Tate’s new book, Formative Assessment in a Brain-Compatible Classroom: How Do We Really Know They’re Learning?, attempts to bridge the gap between complicated brain […]
By Scott Sterling Formative assessment can be very hit-or-miss. It can be as simple as a show of hands or as complicated as a written assessment. However, the goal is always the same: finding out whether students are “getting it.” Like most things in education, there is a process for effectively monitoring a class’s understanding. […]
By Learning Sciences Dylan Wiliam Center Staff On this blog, we’ve had quite a few posts on teacher collaboration, professional development, and PLC scheduling. It’s important for educators to work together to improve their practice. PLCs are a common structure to foster collaboration and accountability. But they’re not the only way. What’s the difference between […]
By Dylan Wiliam Center staff Formative assessment might be the most critical thing you can do in a classroom to affect student success. In fact, studies have shown 25% to 50% increases in student learning when teachers use classroom formative assessment strategies. These are among the largest gains ever reported for educational interventions. It’s also why Learning […]
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By William N. Bender
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