Emeritus Professor Dylan Wiliam, Educational Assessment, University College London is returning to Australia, visiting Brisbane in August and Cairns in September, following sold-out events in Sydney and Melbourne earlier this year.
A former teacher, Emeritus Professor Wiliam has served in a number of roles in university administration, including Dean of a School of Education, and for the last 15 years, has pursued a research program focused on supporting teachers to develop their use of assessment in support of learning. He has co-authored a major review of research evidence on formative assessment and continues to work with groups of teachers all over the world on developing formative assessment practices.
Embedding Formative Assessment
A large and growing evidence base suggests helping teachers to develop their use of minute-to-minute and day-by-day assessment is one of the most powerful ways to support student learning, if not the most powerful. Emeritus Professor Dylan Wiliam will explore:
• why an increase in educational achievement is needed: what’s been tried, and why it hasn’t worked
• what formative assessment is (and isn’t) and why formative assessment needs to be the priority for every school
• practical techniques for implementing formative assessment, and
• how to sustain the development of formative assessment with teacher learning communities.
Embedding Formative Assessment with Emeritus Professor Dylan Wiliam Cairns 2019
Leadership for Teacher Learning
Leadership for Teacher Learning builds on key learning from Dylan Wiliam’s highly-regarded Embedding Formative Assessment event and further explores his thoughts on the essence of effective teacher leadership — stopping people doing good things, to give them time to do even better things.
There is now substantial evidence that there is a ‘knowing-doing’ gap in education. The problem is not that we do not know how to improve schools. The problem is implementing what is known to work in more classrooms. This is why approaches based on ‘sharing good practice’ have been relatively ineffective. Teachers do not lack knowledge — rather they lack support in putting into practice changes in what they do in their classrooms, and this requires time.
This is a particular problem in education because almost everything that teachers do in classrooms benefits
their students. We cannot therefore create extra time by stopping teachers doing bad things — they aren’t doing any. The essence of effective teacher leadership is stopping people doing good things, to give them time to do even better things.