Dylan has helped successfully implement classroom formative assessment in thousands of schools all over the world, including the United States, Singapore, Sweden, Australia, and the United Kingdom.
A two-part BBC series, “The Classroom Experiment,” tracked his work at one British middle school, showing how formative assessment strategies empower students, measurably increase engagement, and shift classroom responsibility from teachers to their students so that students become agents and collaborators of their own learning.
His most recent book Creating the Schools Our Children Need: Why What We’re Doing Now Won’t Help Much (And What We Can Do Instead) details three real, implementable improvements that are proven to be factors in school success.
Dr. Guskey served on the National Commission on Teaching & America’s Future, the Task Force to develop National Standards for Staff Development, was named a Fellow in the American Educational Research Association and was also awarded the Association’s prestigious Relating Research to Practice Award.
He is author/editor of 25 award-winning books and more than 250 book chapters and articles. His most recent books include, What We Know About Grading (with Brookhart, 2019), and On Your Mark: Challenging the Conventions of Grading and Reporting (2015). Dr. Guskey is Senior Research Scholar at the University of Louisville and Professor Emeritus in the College of Education at the University of Kentucky.
Named the 2014 Jason Millman Scholar by the Consortium for Research on Educational Assessment and Teaching Effectiveness (CREATE) and the 2015 Samuel J. Messick Memorial Lecture Award from ETS/TOEFL. Dr. Brookhart’s research interests include the role of both formative and summative classroom assessment in student motivation and achievement, the connection between classroom assessment and large-scale assessment, and grading.
Dr. Brookhart is Professor Emerita in the School of Education at Duquesne University and an independent educational consultant and author based in Helena, Montana. She is author or co-author of eighteen books including Performance Assessment, Showing What Students Know and Can Do, and over 70 articles and book chapters on classroom assessment, teacher professional development, and evaluation.
A highly accomplished author, Jay McTighe has co-authored 16 books, including the award-winning and best-selling Understanding by Design series with Grant Wiggins. His books have been translated into six languages. Jay has also written more than 35 articles and book chapters, and has been published in leading journals, including Educational Leadership (ASCD) and ED WEEK.
During a rich and varied career in education, Jay served as director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments. He’s also directed a state residential enrichment program for gifted and talented students.