PDF Ebook Embedded Formative Assessment - practical strategies and tools for K-12 teachers, by Dylan Wiliam
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Embedded Formative Assessment - practical strategies and tools for K-12 teachers, by Dylan Wiliam
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If we are to maintain our status as one of the world's leading economies and secure our economic futures, and if we want our students to thrive in the impossibly complex, unpredictable world of the 21st century, we must concentrate on increasing educational achievement by increasing the quality of the teachers in our schools. The author faces this challenge head-on by making a case for the important role of formative assessment in increasing teacher quality and student learning.
Formative assessment plays an important role in increasing teacher quality and student learning when it's viewed as a process rather than a tool. Emphasizing the instructional side of formative assessment, this book explores in-depth the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning to engineer effective learning environments for students.
Benefits
* Presents five key strategies with research evidence to show the impact of each
* Includes over 50 practical techniques for classroom formative assessment
- Sales Rank: #40156 in Books
- Brand: Brand: Solution Tree
- Published on: 2011-05-25
- Original language: English
- Number of items: 1
- Dimensions: 9.75" h x 6.75" w x .50" l, .88 pounds
- Binding: Perfect Paperback
- 200 pages
- Used Book in Good Condition
Review
Few education concepts have been more distorted in a shorter time span than formative assessment. Fortunately, Dylan Wiliam s wonderful new book strips away the murk currently surrounding formative assessment. Deftly moving between research evidence and classroom practicalities, Wiliam provides a compelling vision of how formative assessment can enhance students learning. For today s educators, this is truly a must-read! --W. James Popham, Professor Emeritus, UCLA
Dylan Wiliam has done it again. With compelling evidence and more than three decades of research, Wiliam s most recent work confirms his place in the front rank of global thought leaders in education. Teachers and school leaders will find this work enormously practical. Policymakers will find it challenging, as Wiliam s case for formative assessment will confront many widely held misconceptions about the value of the rating, ranking, and sorting schools and teachers based upon summative assessments. I also hope that this book finds an audience among students both university students who aspire to be teachers and secondary school students who want to be part of the solution in improving a culture of test-based education. --Douglas Reeves, The Leadership and Learning Center
This is a must-have, must-read, must-put-into-immediate-action book for every teacher, principal, and network leader. Dylan has made powerful coaching learning ideas accessible in a highly engaging way and makes the development of a learning system possible. --Linda Kaser, Co-Director, Network of Performance Based Schools, and Co-Director, Center for Innovative Educational Leadership, VIU
About the Author
Dylan Wiliam, PhD, is a consultant who works with educators in North America, the United Kingdom, and many other countries to develop effective, research-based formative assessment practices. He is former deputy director of the Institute of Education at the University of London. From teaching in urban public schools to directing a large-scale testing program to serving in university administration, his professional path has led to a variety of positions at the forefront of education. Dr. Wiliam was also, from 2003 to 2006, senior research director at the Educational Testing Service in Princeton, New Jersey.
During his early years of teaching in inner-city classrooms, Dr. Wiliam focused on physics and mathematics. He later joined the faculty of Chelsea College, University of London, which later became part of King s College London. Here, he worked on developing innovative assessment schemes in mathematics before accepting leadership of the King s College Mathematics Education Program.
For three years, Dr. Wiliam served as the academic coordinator of the Consortium for Assessment and Testing in Schools, which developed a variety of assessments for the national curriculum of England and Wales. He then returned to King s College to serve as dean of the School of Education before being promoted to assistant principal of the college.
In 1998, he coauthored a major review of research evidence on formative assessment with Paul Black and has worked with many teachers in the United Kingdom and United States on developing formative assessment practices to support learning.
In addition to a doctor of education, Dr. Wiliam holds numerous degrees in mathematics and mathematics education.
Most helpful customer reviews
36 of 37 people found the following review helpful.
Best book ever on formative assessment in the classroom
By Rick DuFour
I admired everything about this book, including the context that educators must seek new ways to help students learn at higher levels not because those educators have been deficient or uncaring but because the students they serve face future challenges unlike those of previous generations. Wiliam establishes the research base for his recommendations but translates that research into very practical applications that readers could begin to apply immediately in their schools and classrooms. The book is a tremendous tool to help veteran teachers better utilize the power of assessment to improve student learning. I recommend that collaborative teams of teachers study the strategies Wiliam presents, work together to implement some of the strategies in their classroom, gather evidence of the impact of the strategies on student learning, and then collectively analyze that evidence in order to become more effective in using the strategies. I also highly recommend that this book be required reading for every undergraduate student planning to enter teaching.
24 of 24 people found the following review helpful.
compelling book
By Picky Deb
This is a truly compelling book! So many of Wiliam's ideas resonated with me, and several ideas challenged my current thinking. I read this over a long weekend. I had planned to begin implementing the strategies in this book as I was writing the following week's lesson plans. However, it didn't work that way. When I went to school Monday morning and began teaching the lessons that I had planned BEFORE reading the book, I realized that if I wanted each student in my classroom to meet the learning targets, I had to totally revise all of my lessons for that week! The book had changed my thinking radically and decisively. I am amazed to think about how my lessons have changed in just one month. I am so glad that I read this book. Each teacher should read this book!
21 of 22 people found the following review helpful.
A Book Whose Time is Now
By Allan Edwards
After having taught for 40 years, I finally discovered a singular, research-based, answer to my questions about accurately assessing students in such a way as to encourage them to study for knowledge than merely for the grade. Professor Wiliam's Embedded Formative Assessment is a gem of a book for both the beginning as well as the seasoned teacher, providing not merely the "how"s but also the "why"s of formative assessment. It is clearly written, packed with very useful strategies that can be put to work "tomorrow," and substantive in its explanations. How I wish this book were available in 1970 when I earned my teaching certificate! After having taught within the German system through Fulbright, I returned home with some answers about non-toxic assessment practices, but after having read Professor Wiliam's book, I just wish I had the opportunity to return to the classroom and put into practice the brilliant suggestions he offers that turn students into active learners rather than grade chasers. And as a former staff development director, I recognize the value of this book as a basis for a continual segment in a comprehensive staff development program. I strongly recommend Wiliam's book for the following:
· Student Teachers who wish to learn how to assess accurately;
· Education Professors charged with teaching student teachers how to assess students accurately and fairly;
· Staff Development Directors who wish to have a powerful impact on the practices of experienced teachers;
· Department Chairs wishing to get some assessment consistency within their departments;
· Principals who wish to give their schools some very useful directions in order to curb the number of "failing" students in their schools.
I cannot give enough praise for the content of Dylan Wiliam's book, Embedded Formative Assessment, but I will recommend it to any educator who wants to change the culture in her students from one of "study-for-the-grade" to "study-for-the-knowledge."
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