Formative assessment allows students to take responsibility over their own learning, leading to a more engaged classroom. However, to achieve this, teachers must change their teaching habits and invest time to do so. But with time being an issue, how can teachers improve their practice?
Substantial evidence shows a ‘knowing-doing’ gap in education. Across the profession, it is common to share “good practice”, however this has been ineffective when teachers lack the time needed to implement what is known to work. It is not a lack of knowledge – rather a lack of support to put into practice these changes. It requires time. This is a particular problem in education because almost everything that teachers do in classrooms benefits their students. Effective teacher leadership recognises more time cannot be created by stopping bad things as there aren’t any. It is stopping teachers doing the good things, to give them time to do even better things.
This free webinar will be led by Professor Dylan Wiliam, who for over the last 20 years has been working with teachers across the world to develop their formative assessment practices. The webinar will draw upon his knowledge of:
- changing classroom practice to increase learning
- group leadership’s role in ensuring productive collaboration
- strategies to integrate formative assessment into teacher evaluation
Joining this webinar will give you the opportunity to ask questions specific to you and your school. If you cannot join the live, the recording will be available to watch for two weeks from the date of the live session.
Please note – to access the webinar after the live session, you will still need to book your place.
Dylan is hosting a second free webinar on ‘How to sustain the development of formative assessment with teacher learning’ communities’ on Thursday 4 February 2021.
Dylan is Emeritus Professor of Educational Assessment at University College London.
After a first degree in mathematics and physics, and one year teaching in a private school, he taught in inner-city schools in London for seven years.
In 1984 he joined Chelsea College, University of London, which later merged with King’s College London. From 1996 to 2001 he was the Dean of the School of Education at King’s, and from 2001 to 2003, Assistant Principal of the College. In 2003 he moved to the USA, as Senior Research Director at the Educational Testing Service in Princeton, NJ. From 2006 to 2010 he was Deputy Director of the Institute of Education, University of London.
Over the last 15 years, his academic work has focused on the use of assessment to support learning (sometimes called formative assessment). He now works with groups of teachers all over the world on developing formative assessment practices.
Live seminar date
Wednesday 2 December 2020
15:45 – 16:45 plus up to 30 minutes for questions
This session will be delivered online.
Senior and middle leaders across all phases of education