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.