Embedded formative assessment
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Professor Dylan Wiliam

Wiliam argues that the quality of teaching has more impact on some pupils than others, and that in order to improve pupil performance we need to improve the quality of teachers, rather than the education system itself.

Teachers spend too much time using interventions that don't work and are not evidence based, according the Wiliam’s analysis. Too often they simply assume that pupils are learning without testing the assumption. What is needed is constant interaction between teachers and pupils in the form of meaningful feedback to help pupils learn and teachers to adjust their practice to ensure that this is happening.

He summarises research on formative assessment and effective feedback and contends that this is a far more effective approach to testing pupils’ learning than other methods, a claim backed up by evidence. 

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Professor Dylan Wiliam

Published by:
Solution Tree Press

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Looking at different approaches to improving teaching, Wiliam’s book will make for useful reading for any teaching professionals looking to enhance their practice. 


Record ID:
R097 / 237
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