Embedding Formative Assessment with Teacher Learning Communities by Emeritus Professor Dylan Wiliam is a highly interactive one-day conference.
There is now a large and growing body of evidence supporting teachers in their development of formative classroom assessment as the most cost-effective way of raising student achievement. Participants will also learn about the key strategies and practical formative assessment techniques. They will also find out how teachers can support each other in their development of formative assessment through the use of school-based, teacher-led learning communities.
By attending, you will:
- understand the difference between formative assessment and assessment for learning
- appreciate why many approaches to formative assessment have been unsuccessful
- learn how the five “key strategies” of a formative assessment provide a uniquely powerful framework for improving learning in classrooms
- find out how the associated practical techniques allow a formative assessment to be made a reality in any classroom
- know the most potent ways of supporting colleagues as they develop their formative assessment practice
- understand why a formative assessment needs to be a continuing priority for every school
- learn the strategies and techniques of formative assessment (including questioning and feedback)
- discover how to establish and sustain Teacher Learning Communities to support teachers in improving their classroom practice
WHO SHOULD PARTICIPATE
All individuals, including Teachers, Middle Leaders, Deputy Leaders, Principals and System Leaders
$625 + GST = $687.50View Program Flyer
Dylan Wiliam 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.