Dylan Wiliam

Test yourself

Formative Assessment

Prof. Dylan Wiliam is a researcher who examines formative assessment.

Definition

Formative assessment happens when teachers and students use information about results and performance to modify their routines and generate better results and performance.
It's the idea of constantly checking students' achievement and using it to make adjustments in teaching and learning.

Like piloting a plane

Wiliam explains that using formative assessment to make adjustments to teaching and learning is like an airplane pilot taking readings on its position to correct and optimise its route.

Like a bridge

Constant and frequent assessment is better than a single one at the end of the teaching process.
Assessment is the bridge between teaching and learning and should be used by teachers to reflect on their practice and improve it.

Assessment for Learning (AfL)

Related to formative assessment, AfL offers suggestions of techniques that can be used to ensure teaching is adjusted to help students achieve.

Closing the gap

According to Cambridge Assessment, AfL is a way to close the gap between where pupils are and where they want to be.
AfL provides the answer to how to move students from one point to the other.

How it works

AfL mainly happens via:
- Teachers asking students questions.
- Teachers providing feedback to students.
- Students knowing what the expected outcome of an activity is.
- Independent learning, peer-assessment and self-assessment.
- Summative assessments.

Benefits of AfL

Increases self-efficacy in students.
Higher ability students enhance learning by explaining content to lower ability colleagues.
Increases independent learning skills.
Helps teachers to reflect on their practice and adjust it if necessary.

1Memory

1.1Memory Processing

1.1.1Overview of Memory

1.1.2Memory Processing

1.2Types of Memory

1.2.1Types of Memory

1.2.2Working Memory

2How Do We Learn?

2.1Neural Model of Learning

2.1.1Neural Model of Learning

2.1.2Desirable Difficulties

2.1.3The Forgetting Curve

3Cognitive Load Theory

3.1CLT

3.1.1CLT

3.1.2Background Knowledge

4Effective Strategies

4.1Rosenshine's Principles

4.1.1Rosenshine's Top 1-5

4.1.2Rosenshine's 6-10

4.2Dunlosky's Strategies

4.2.1Dunlosky's Strategies

4.3Dylan Wiliam

4.3.1Dylan Wiliam

4.4Daniel Willingham

4.4.1Daniel Willingham

4.5The Learning Scientists

4.5.1The Learning Scientists

4.5.2Practical Ideas

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