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Vagle, Mark D. – Theory Into Practice, 2016
In this article, I try to make pedagogical adaptability a bit less obvious. In particular, I use some post-structural philosophical ideas and some concepts at the intersections of social class and race to re-interpret Dylan Wiliam's conception of formative assessment. I suggest that this interpretation can provide opportunities to resist the urge…
Descriptors: Instructional Innovation, Teaching Methods, Teaching Models, Social Class
Wiliam, Dylan – Educational Leadership, 2016
"The only important thing about feedback is what students do with it," declares Dylan Wiliam in this article. The standard school procedure (in which a teacher looks at a piece of student work and writes something on it, and the student later looks at what the teacher has written) does not necessarily increase student learning. Teachers…
Descriptors: Feedback (Response), Teaching Methods, Student Needs, Assignments
Wiliam, Dylan – Educational Leadership, 2015
According to author Dylan Wiliam, because lessons never go exactly as planned, teachers should build plan B into plan A. This involves designing a lesson with a "hinge" somewhere in the middle and using specific kinds of questions--what he calls hinge questions--to quickly assess students' understanding of a concept before moving on.…
Descriptors: Questioning Techniques, Lesson Plans, Teaching Methods, Educational Practices
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Wiliam, Dylan – Educational Leadership, 2014
According to Dylan Wiliam, the traditional classroom practice in which a teacher asks a question, students raise their hands, and the teacher calls on a volunteer does not actually provide much useful information--and it may even impede learning. When teachers ask questions in this way, they're only engaging the most confident students in the…
Descriptors: Teaching Methods, Questioning Techniques, Teacher Role, Student Role
Thum, Y. M.; Tarasawa, B.; Hegedus, A.; Yun, X.; Bowe, B. – Northwest Evaluation Association, 2015
In partnership with Joint School District 2 in Meridian, Idaho, this theory-driven study assessed the impact of Keeping Learning on Track® (KLT™), a professional development program pioneered by Dylan Wiliam and his colleagues at the Educational Testing Service (ETS). A team of Northwest Evaluation Association™ (NWEA™) researchers surveyed…
Descriptors: Case Studies, Formative Evaluation, Academic Achievement, School Districts
Moore, Brooke – Education Canada, 2009
Teachers are smart people, so why does marking reduce them to stressed and soulless messes? Because in their hearts they know that students do not learn from it, and that drives them nuts. Researchers like Lorna Earl and Dylan Wiliam have looked closely at marking systems and have proven what teachers already know deep down: marking student work…
Descriptors: Feedback (Response), Performance Based Assessment, Grading, Evaluation Methods
Scherer, Marge – Educational Leadership, 2015
Marge Scherer describes this issue of "Educational Leadership" as being all about questioning for learning--how to ask questions of students, how to encourage students to ask their own questions, and how to ask better questions and find better answers. Among feature topics explored in this issue are why children, who start questioning…
Descriptors: Questioning Techniques, Classroom Techniques, Educational Practices, Teaching Skills
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Harrison, Chris; Howard, Sally – Primary Science, 2011
Assessment for learning (AfL) is different from other forms of assessment because it has the specific purpose of promoting children's learning, rather than summarising or measuring what has been learnt. A key aspect of this is recognising that it is only "formative" when the information gleaned is actually used to move learning forward. It is not…
Descriptors: Feedback (Response), Student Evaluation, Formative Evaluation, Cooperation
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Wylie, E. Caroline, Ed. – ETS Research Report Series, 2008
This series of papers was originally presented as a symposium at the annual meetings of the American Educational Research Association (AERA) and the National Council on Measurement in Education (NCME) held between April 9, 2007, and April 13, 2007, in Chicago, IL. The authors represent school districts and departments of education across the…
Descriptors: Faculty Development, Program Development, Program Implementation, Fidelity
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Briggs, Derek C. – Measurement: Interdisciplinary Research and Perspectives, 2007
In "International approaches to Science Assessment" Paul Black and Dylan Wiliam describe eight major elements of assessment systems and contrast some of the differences among these elements across seven countries. Of particular interest to the author is an issue that cuts across many of these elements, namely, what gets assessed as part of these…
Descriptors: United States History, Science Tests, Evaluation, Current Events
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Marshall, Bethan – English in Education, 2002
Offers an interview between Bethan Marshall, a Lecturer in Education at King's College, London, and Dylan Wiliam, a Professor of Assessment in the Department of Education at King's College. Notes that he has been involved in work on assessment, both in research and government policy, for many years. Explores the findings of his research and its…
Descriptors: Educational Assessment, English Instruction, Formative Evaluation, Higher Education
Gardner, John, Ed. – Paul Chapman Publishing, 2006
In most developed countries, the pursuit of reliable and valid means of assessing people's learning generates high volumes of published discourse and, not infrequently, dissent; the documentation on the various assessment policies, practices and theories could conceivably fill whole libraries. Some of the discourse and much of the dissent relate…
Descriptors: Learning, Student Evaluation, Formative Evaluation, Summative Evaluation
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Bulterman-Bos, Jacquelien A. – Educational Researcher, 2008
This article presents the author's response to comments on her article, "Will a Clinical Approach Make Education Research More Relevant for Practice?", which focused on the question of whether a clinical research practice might make education research more relevant for practice. The characteristics of a clinical approach are: (1) an overlap in the…
Descriptors: Research Methodology, Educational Research, Theory Practice Relationship, Educational Researchers
Barrett, Catina – Adults Learning, 2008
As a mental health project officer, the author's work is underpinned by a belief that people who have mental health problems are as intelligent, talented and creative as anyone else, and deserve opportunities to reach their full potential. She actively seeks to persuade partner agencies across different sectors that the further education system is…
Descriptors: Mental Health, Adult Education, Foreign Countries, Adult Learning
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Wiliam, Dylan – Measurement: Interdisciplinary Research and Perspectives, 2013
In "How Is Testing Supposed to Improve Schooling?" Edward Haertel has proposed a framework for thinking about the mechanisms by which testing might improve the various educational processes undertaken in schools. The framework seems to the author to be quite general (he uses the word "general" here in its mathematical sense of including all cases)…
Descriptors: Educational Testing, Educational Improvement, Test Results, Test Use
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