Dylan Wiliam, emeritus professor of educational assessment at UCL, explains the evidence for the cost-effectiveness of formative assessment.
Friday 13 July 2018 – the Education Endowment Foundation (EEF) release evaluation reports which show Embedding Formative Assessment (EFA) increases students’ progress by two additional months over a school year.
Clare Taylor, EFA Lead, Helsby High School, describes key features, including staff enjoyment through teacher-centred development, and student involvement in success criteria.
Helsby High School teachers and school leaders share their experience of embedding formative assessment through the two-year teacher learning communities (TLCs) programme, authored by Dylan Wiliam.
SSAT School Improvement 2018 speakers from Uppingham Community College celebrated their best GCSE results following completion of the two-year Embedding Formative Assessment (EFA) project. This film shares how they successfully led the programme and its impact.
Using the example of finding the area of a trapezium, Dylan Wiliam discusses probing and pushing by teachers to challenge students using questioning and formative assessment.
SSAT education lead Corinne Settle has confessions to make.
Greg Gilbey, Director of Student Engagement, Lincoln Christ’s Hospital School shares their story as one of the 61 schools to have completed the EEF/SSAT project Embedding Formative Assessment this year.
And not primarily for inspectors, politicians or bureaucrats.
An update on the substantial progress made in the Education Endowment Foundation’s Embedding Formative Assessment project.