Headline
New Publication Supports Schools to Embed Adaptive Teaching Through Formative Assessment
Summary
SSAT has released ‘Adaptive teaching – what are we adapting to, and why?’, a new publication written with Margaret Mulholland (ASCL) and Professor Dylan Wiliam, supporting schools to strengthen adaptive classroom practice through evidence-informed formative assessment. With continued emphasis from Ofsted on inclusion, progress and teaching quality, the guide provides a practical framework to help teachers adapt instruction before, during and after lessons. Drawing on Dylan Wiliam’s research, it offers schools and trusts clear strategies to improve consistency, support learners’ needs and embed responsive teaching.
Main body
A new publication from SSAT – written in conjunction with Margaret Mulholland, SEND and Inclusion Specialist, ASCL, and Professor Dylan Wiliam, Emeritus Professor of Educational Assessment, UCL – sets out a clear, evidence-informed approach to help schools embed adaptive teaching through the strategic use of formative assessment.
Titled Adaptive teaching – what are we Adapting to, and why? the publication explores how schools can develop a consistent, evidence-informed approach to adaptive teaching.
With a renewed focus from Ofsted on inclusion and the release of the government’s White Paper, adaptive teaching is high on the agenda for most school leaders, but it is not always clearly defined. Dr Dan Belcher, Senior Education Lead at SSAT, and co-author said:
“It seems that everyone is talking about adaptive teaching at the moment. We were interested to consider the extent to which this term represents a new perspective on meeting the needs of learners or a repositioning of previous thinking around formative assessment.”
To explore what this means in practice, it is essential to start from the principles of effective formative assessment. Without fully understanding why each of these elements is important and thinking about how you might apply the key principles in your context, there is a risk that teachers try to deploy a series of disjointed techniques.”
The publication outlines how formative assessment — drawing on the work of Dylan Wiliam — can underpin adaptive teaching through:
- Clarifying, sharing and understanding learning intentions and success criteria
- Engineering effective classroom discussions, questions and tasks that elicit evidence
- Providing feedback that moves learners forward
- Activating students as learning resources for one another
- Activating students as owners of their own learning
Alex Galvin Senior Education Lead at SSAT and co-author said:
By considering where opportunities for adaptation may occur before, during and after lessons there is an opportunity to connect curriculum planning and formative assessment practice. It creates an ongoing cycle in which essential knowledge is clearly articulated and informed decisions can be made about teaching based on accurate assessments of progress.
As Dylan Wiliam puts it: “Better evidence, better decisions, better learning.”
SSAT is inviting primary and secondary schools and multi-academy trusts interested in strengthening adaptive practice, to read the publication.
ENDS
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✉️Press contact: press@ssatuk.co.uk
📞 Press: +44(0)20 7802 2300
🌐Website: ssatuk.co.uk
About SSAT
SSAT is a membership organisation, bringing together schools and academies from across the UK and globally committed to achieving deep social justice. We offer insight and understanding into school practice and educational policy and research. Our professional development and school improvement programmes help leaders and teachers to further outcomes for all young people and develop leadership at all levels across the system.
We do this by providing a framework for exceptional education focused on teaching and learning, professional practice and leadership. This framework is underpinned by a commitment to social justice; our belief that every young person should go on to lead successful and fulfilling lives.
