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Embedded Formative Assessment Perfect Paperback – May 25, 2011


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Product Details

  • Perfect Paperback: 200 pages
  • Publisher: Solution Tree; US Edition edition (May 25, 2011)
  • Language: English
  • ISBN-10: 193400930X
  • ISBN-13: 978-1934009307
  • Product Dimensions: 10 x 6.9 x 0.5 inches
  • Shipping Weight: 9.6 ounces (View shipping rates and policies)
  • Average Customer Review: 4.7 out of 5 stars  See all reviews (26 customer reviews)
  • Amazon Best Sellers Rank: #17,711 in Books (See Top 100 in Books)

Editorial Reviews

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.


More About the Author

Dylan Wiliam, PhD, is a consultant who works with educators all over the world to develop effective, research-based teaching. He is former deputy director (Provost) 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.

After completing an undergraduate degree in science and mathematics, he taught mathematics, science and English in private and urban public schools for eight years during which time he gained further degrees in mathematics and mathematics education. In 1984 he 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 taking on the leadership of the College's mathematics teacher preparation program.

From 1989 to 1991, 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. From 2003 to 2006 Dr. Wiliam was senior research director at the Educational Testing Service in Princeton, New Jersey.

During his academic career, he has written over 300 books, chapters and articles including a major review of research on formative assessment coauthored with Paul Black. He left the University of London in 2010 to focus on working more directly with teachers, and now spends his time working with teachers all over the world on improving teaching and learning. He lives physically in Princeton, NJ and virtually at www.dylanwiliam.net. You can follow him on Twitter at @dylanwiliam.

Customer Reviews

4.7 out of 5 stars
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Each teacher should read this book!
Picky Deb
This book is filled with formative assessment strategies and techniques, many of which I have trialled in my classroom.
L.Venish
What I enjoyed most was the simulations depth and simplicity.
Nathan

Most Helpful Customer Reviews

27 of 28 people found the following review helpful By Rick DuFour on October 15, 2011
Format: Perfect Paperback
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.
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19 of 19 people found the following review helpful By Picky Deb on January 2, 2012
Format: Perfect Paperback
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!
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17 of 18 people found the following review helpful By Allan Edwards on April 18, 2012
Format: Perfect Paperback
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.
Read more ›
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7 of 7 people found the following review helpful By Sendhil Revuluri on May 15, 2012
Format: Perfect Paperback
This is an outstanding book on the importance and potential power of formative assessment. Wiliam's writing is clear and the organization is lucid and accessible (in each chapter, from elucidating a key idea, to a brief review of supporting research, to details of simple but significant classroom techniques with vivid examples across a variety of age and subject contexts). I read the book twice back-to-back (and went through four highlighters) and I am sure I will read it again soon as I think about how to help teachers apply some of these ideas in their classrooms, and how we can apply these ideas in our own professional development.

As an added bonus, not only is this book immensely useful to teachers and those who work with them, the first chapter has earned its place as my "go-to" reference for all my friends outside education who ask me "Why do American schools stink? Why do I care? Why is it so hard to fix them?" In this chapter (as in the subsequent more hands-on chapters), Wiliam does a masterful synthesis of a wide span of research to address all of these questions.

An added bonus is Wiliam's humor (and some interesting references). It suffers only from a mediocre title. (Don't be dissuaded!)
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6 of 6 people found the following review helpful By David Geurin on August 10, 2012
Format: Perfect Paperback Verified Purchase
As a school administrator, I've read widely in the literature on teaching and learning. Dylan Wiliam's work is one of the best books I've read on the impact of formative assessment and feedback. While educational initiatives may come and go, this book addresses the fundamental role of formative assessment to guide instruction. Wiliam describes a process where teachers constantly use strategies to assess and provide feedback minute-by-minute and day-by-day. While all teachers assess and provide feedback, we see specific ways here to improve the quality of how we assess and how we provide feedback. If all educators would learn these principles and practice them over time, there is no question student learning would improve. Plainly said, it makes a lot of sense and is strongly grounded in research. We are organizing book studies to share with work with our teachers.
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