Tag Archives: Formative Assessment

TLC meetings create accountability to help teachers implement their plans.

Changing What Teachers Do is More Important Than Changing What They Know

Content, Then Process In professional development, the details matter. And process should always come after content. In previous blog posts, I’ve written a lot about the content of formative assessment; namely the five key strategies and associated practical techniques. But now is the time to start thinking about the process. In other words, we have […]

We are all better at spotting mistakes in the work of others

Practical Ideas for Classroom Formative Assessment

By Dylan Wiliam Why I wrote my new book My latest book, written with Siobhán Leahy, is designed specifically to help individual teachers who want to develop their practice of formative assessment on their own or with small groups of colleagues. In this blog, I provide some suggestions for practical techniques you can try in […]

Focused feedback from a trusted teacher or partner helps students learn.

Feedback for Learning: Make Time to Save Time

By Dylan Wiliam What Dance Teachers Know At Dreyfoos School of the Arts in West Palm Beach, a high school jazz dance class is in session. The teacher has organized the dancers so each student is partnered. When Alannah Miles starts belting out “Black Velvet” from the speakers, partner #1 performs a complicated sequence of […]

Is the Feedback You’re Giving Students Helping or Hindering?

In 38% of well-designed studies, feedback actually made performance worse—one of the most counterintuitive results in all of psychology. If there’s a single principle teachers need to digest about classroom feedback, it’s this: The only thing that matters is what students do with it. No matter how well the feedback is designed, if students do […]