Dylan Wiliam is one of the world’s foremost education authorities. He has helped to successfully implement classroom formative assessment in thousands of schools all over the world, including the United States, Singapore, Sweden, Australia, and the United Kingdom. A two-part BBC series, The Classroom Experiment, tracked Dr. Wiliam’s work at one British middle school, showing how formative assessment strategies empower students, significantly increase engagement, and shift classroom responsibility from teachers to their students so that students become agents of and collaborators in their own learning.
“Few academics can digest a complex array of research findings,
draw coherent conclusions from that research, then describe these
conclusions in a manner comprehensible to mere mortals. Dylan
Wiliam can, and he’s done it again in this exciting new analysis of
how to enhance teachers’ skills. For school leaders and educational
policymakers, this is mandatory reading.” —W. James Popham, author
of Classroom Assessment, Professor Emeritus
“Leadership for Teacher Learning steps back from school improvement
practice, argues forcefully for its relevance in terms of the
social and scientific context of schools, defines the practice in
terms that eliminate any confusion, spells out specifically how to
implement it, and provides practical details about how to place
that practice in teachers’ hands. Dylan’s exhaustive and impeccable
scholarship presents the most compelling and advanced argument for
embracing the practice of classroom formative assessment.” —Rick
Stiggins, Assessment Consultant
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