Classroom Formative Assessment: Help for teachers, gains for students, benefits for society.
Optimizing Talent: Closing Educational and Social Mobility Gaps Worldwide
By Dylan Wiliam
Improving educational achievement is a top priority worldwide. In fact, global economic prosperity depends upon it. But improved educational outcomes have been difficult to attain or maintain, despite the staggering number of initiatives that have been attempted over the years. In this paper, Dylan Wiliam identifies that the main reasons most system-wide reforms have failed and offers one potential solution: improving the pedagogy and practice of teachers working in today’s classrooms with new models of professional development and leadership.Download
Sustaining Formative Assessment with Teacher Learning Communities
By Dylan Wiliam and Siobhán Leahy
Implementing changes in classroom pedagogy, such as classroom formative assessment, is more difficult than it might appear. Wiliam and Leahy argue that we need to think carefully about how to support teachers in developing their use of classroom formative assessment and suggest a practical solution in teacher learning communities (TLCs).Download