embedded formative assessment

Embedded Formative Assessment

Dylan Wiliam

“A bad curriculum well taught is invariably a better

experience for students than a good curriculum badly taught.”

Pedagogy trumps curriculum, because what matters is how things are taught, not what is taught.

Discuss with a partner

Interactive white boards – stunning piece of ed tech…The net impact on student achievement was zero.

Discussion

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Three generations of effective school research

First Gen:Get rid of boys.Become a parochial school.Move your school to a nice, leafy, suburban area. Second Gen: It is the cliental that attend the schoolThird Gen: Value addedLottery

Education can compensate for society provided it is of high quality.

Discuss with a partner

“The quality of an education system cannot exceed the quality of its

teachers.”

Every Teacher Can Improve

Learning Styles

Educational Neuroscience

Content Area Knowledge

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We cannot predict what our students will learn, no matter how we design our teachings.

Discuss

Formative Assessment

“By formative evaluation we mean evaluation by brief tests used by teachers and students as aids in the learning process.”

The physical (formative) as opposed to the autopsy (summative).

Please share examples of how you have used formative assessment in your classroom.

Discuss with your partner – share with large group

Reteach and Enrich

Homework

• Develop a formative assessment on current content . • Give the assessment (bring assessment)• Analyze the data (bring data)• Demonstrate how you will reteach and enrich those

students (what next?)• Work with another teacher if you not in a traditional

teaching role• Create brief narrative and be prepared to share with

us.

Restatement of goalsFormative assessment and P-standards

Formative assessment is – or should be – the bridge

or causeway between today’s lesson and

tomorrow’s.

How do you communicate to students what they are going to be learning? How are you currently sharing learning intentions?

Discuss

Make things as simple as possible, but no simpler. – Albert Einstein

As teachers, we are not interested in our students’ ability to do what we have taught them to do. We are

only interested in their ability to apply their newly acquired

knowledge to a similar but different context.

Practical techniques

• Use of exemplars (students rank 5 of last years assignments) (p.65)– Kindergarten

• What Not to Write (p. 66)• Three best essays (p. 66) • Choose swap choose (p. 67)

Teachers must acknowledge that what their students learn is not necessarily what they intended. How do you combat this?

Discuss with a partner

Questioning

How do you question? What are the levels of your questions?

Discuss with your partners

Group assignment

Where are we?

Rinse and Repeat

• Develop a formative assessment on current content. • Give the assessment (bring assessment)• Analyze the data (bring data)• Demonstrate how you will reteach and enrich those

students (what next?)• Work with another teacher if you not in a traditional

teaching role• Create brief narrative and be prepared to share with

us.

Schools as talent refineries?

Discuss…

“Never grade students while they are still learning. As soon as students get a grade, the

learning stops.” Alfie Kohn

How do you use students as instructional resources?

Discuss…