“Teaching should start from where the student is, not from where we would like them to be.” says education professor Dylan Wiliam. In this episode of Trialled and Tested: Embedding Formative Assessment, we introduce how formative assessment strategies can be used in the classroom.
Dylan is the co-developer of a professional development programme, Embedding Formative Assessment, which supports teachers to use real-time knowledge of their pupils’ strengths and weaknesses to adapt their practice. The programme builds on existing evidence that formative assessment can improve students’ learning. Many schools already prioritise formative assessment, but it can be challenging to implement. An independent evaluation funded by the Education Endowment Foundation (EEF) recently found that pupils in schools following the Embedding Formative Assessment programme made the equivalent of +2 months’ additional progress in their Attainment 8 GCSE score.
Find out more, as Evidence Based Education’s Jamie Scott spoke to some of the people behind the programme – Dylan Wiliam, Emily Yeomans, Corinne Settle and Claire Taylor – and its evaluation to find out what it is all about. Tune in to hear from:
- Dylan Wiliam: Start to 16:40
- Emily Yeomans: 16:40 to 21:40
- Corinne Settle: 21:40 to 28:52
- Claire Taylor: 28:52 to 35:23
- Dylan Wiliam: 35:23 to end
Full length: 38m
You can read about the Education Endowment Trust’s Embedding Formative Assessment project in full here.