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Welcome to Dylan Wiliam’s website

Welcome to Dylan Wiliam’s website
Professional development Finally! The revised Embedding formative assessment pack for schools and colleges to run their own two-year professional development programme on formative assessment is now available worldwide. In Europe, this can be ordered through SSAT, in Australasia through Hawker-Brownlow, and in North America from Learning Sciences International. Further details of the pack are here. Also, a series of high-quality video presentations by Dylan Wiliam, with a total running time of over two and a half hours, is now available world-wide.

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AfL in STEM Teaching MOOC Summary It’s in these final two weeks of the MOOC that I’ve felt most out of my depth with the learning: not currently being in the classroom nor being a science teacher. Nevertheless, I’ve include some notes on my learning during the final two weeks below: Some Reflection on a Teaching Example

Assessment for Learning - OER in Education Research shows that good practice in assessment for learning can bring about significant gains in pupil attainment About. This study unit offers practical strategies that teachers can use to improve their understanding of assessment for learning. Assessment for Learning in STEM Teaching - University of Leeds Assessment for Learning is a term that’s widely used in education, but applied in ways that are variable in their effectiveness. This free online course - designed for STEM teachers in primary and secondary schools, and sixth form and further education (FE) colleges - will help you understand and use it more effectively. Understand Assessment for Learning in theory and practice Through this course, you’ll understand: the theory and science behind effective Assessment for Learning; how to use Assessment for Learning to elicit evidence about what’s going on in your learners’ minds; how to use this evidence formatively with your learners in your laboratory and classroom; how to write, judge and use the hinge questions that are central to Assessment for Learning in STEM. Enjoy your teaching more

Using E-Portfolios in the Classroom For decades, students have been completing assignments in school. Often, these were seen only by the teacher, graded and returned to the student. Sometimes, the work was posted on a classroom wall or in a school hallway. Perfect failures Rags to riches: Spanx founder Sara Blakely says failure is a key part of her business plan. Photo: The Guardian Most of us have heard the stories of Michael Jordan not making the cut for his high school basketball team, of 30-year-old Steve Jobs being fired from his own company, or Oprah being told she ''wasn't fit for television". Stories such as these are etched in the social psyche, perhaps because it is comforting to know that some of the most brilliant among us have had some super-sized blunders. And that they not only survived but thrived. Also, it is because fear of failure isn't unusual.

Addressing Student Misconceptions Students arrive in every new class—indeed, every new lesson—with their own notions of "how things work." Theorists and researchers refer to these notions by many terms—alternative frameworks, naive conceptions, alternative conceptions. We will call them misconceptions, and of all the things we can never be sure of in today's classroom, we can rely on the presence of student misconceptions in abundance. Sometimes misconceptions are formed from a student's past experiences, sometimes from incorrect past teaching; often the cause can't be identified. Theory tells us—and it is borne out in the evidence from the studies we've analyzed—that in the absence of complete and accurate schema, students will inductively assemble the various pieces they have in whatever whole conception seems to fit all of the data at hand.

Technology-supported assessment Initial Author David Nicol Background and Definitions Embedding Formative Assessment Introduction to Embedding Formative Assessment Embedding formative assessment is a two-year professional development pack for schools and colleges that contains all the materials needed for a professional development day together with a complete set of materials for running eighteen monthly follow-up workshops. Changing teacher practice is complex and these training materials are designed to help you address this challenge. In preparing this pack our aim was to share with you what is known about the nature of expertise in teaching and why changing practice is so hard. This is why it is necessary to create a supportive environment for teachers to develop together. As well as providing lots of techniques for implementing formative assessment, this pack probes deeply into the issues surrounding teacher learning communities (TLCs) and includes films of classroom practice, as well as interviews with students and teachers.

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