“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 “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 “Embedded Formative Assessment defines formative assessment practices with over 50 practical techniques for educators to try in their classrooms immediately. Educators will walk away with a clear understanding for the need to help teachers already serving our schools improve. From clarifying learning intentions and success criteria to eliciting evidence on student achievement and providing feedback that moves learning forward, you will be well equipped to get students engaged by teaching them something that engages them. This book is the result of over 20 years of research and without a doubt, the best on the topic of formative assessment.” —Emily Gleason, K–8 Assessment Specialist
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.