embedded formative assessment
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Outline of Dylan Wiliam's Embedded Formative Assessment - Book study discussion.TRANSCRIPT
Embedded Formative Assessment
Dylan Wiliam
“A bad curriculum well taught is invariably a better
experience for students than a good curriculum badly taught.”
Pedagogy trumps curriculum, because what matters is how things are taught, not what is taught.
Discuss with a partner
Interactive white boards – stunning piece of ed tech…The net impact on student achievement was zero.
Discussion
PAGE 20
Three generations of effective school research
First Gen:Get rid of boys.Become a parochial school.Move your school to a nice, leafy, suburban area. Second Gen: It is the cliental that attend the schoolThird Gen: Value addedLottery
Education can compensate for society provided it is of high quality.
Discuss with a partner
“The quality of an education system cannot exceed the quality of its
teachers.”
Every Teacher Can Improve
Learning Styles
Educational Neuroscience
Content Area Knowledge
PAGE 39
We cannot predict what our students will learn, no matter how we design our teachings.
Discuss
Formative Assessment
“By formative evaluation we mean evaluation by brief tests used by teachers and students as aids in the learning process.”
The physical (formative) as opposed to the autopsy (summative).
Please share examples of how you have used formative assessment in your classroom.
Discuss with your partner – share with large group
Reteach and Enrich
Homework
• Develop a formative assessment on current content . • Give the assessment (bring assessment)• Analyze the data (bring data)• Demonstrate how you will reteach and enrich those
students (what next?)• Work with another teacher if you not in a traditional
teaching role• Create brief narrative and be prepared to share with
us.
Restatement of goalsFormative assessment and P-standards
Formative assessment is – or should be – the bridge
or causeway between today’s lesson and
tomorrow’s.
How do you communicate to students what they are going to be learning? How are you currently sharing learning intentions?
Discuss
Make things as simple as possible, but no simpler. – Albert Einstein
As teachers, we are not interested in our students’ ability to do what we have taught them to do. We are
only interested in their ability to apply their newly acquired
knowledge to a similar but different context.
Practical techniques
• Use of exemplars (students rank 5 of last years assignments) (p.65)– Kindergarten
• What Not to Write (p. 66)• Three best essays (p. 66) • Choose swap choose (p. 67)
Teachers must acknowledge that what their students learn is not necessarily what they intended. How do you combat this?
Discuss with a partner
Questioning
How do you question? What are the levels of your questions?
Discuss with your partners
Group assignment
Where are we?
Rinse and Repeat
• Develop a formative assessment on current content. • Give the assessment (bring assessment)• Analyze the data (bring data)• Demonstrate how you will reteach and enrich those
students (what next?)• Work with another teacher if you not in a traditional
teaching role• Create brief narrative and be prepared to share with
us.
Schools as talent refineries?
Discuss…
“Never grade students while they are still learning. As soon as students get a grade, the
learning stops.” Alfie Kohn
How do you use students as instructional resources?
Discuss…