Professional Documents
Culture Documents
Dylan Wiliam
www.dylanwiliam.net
Feedback
Components of a feedback system
❚ data on the actual level of some measurable attribute;
❚ data on the reference level of that attribute;
❚ a mechanism for comparing the two levels and generating information
about the ‘gap’ between the two levels;
❚ a mechanism by which the information can be used to alter the gap.
Participants
❚ Teachers
❚ Peers
❚ Learners
Aspects of formative assessment
Where the
Where the learner is How to get there
learner is going
Engineering
effective
Clarify and Providing feedback
discussions, tasks
Teacher share learning that moves
and activities that
intentions learners forward
elicit evidence of
learning
Understand and
Activating students as learning
Peer share learning
resources for one another
intentions
Understand
Activating students as owners
Learner learning
of their own learning
intentions
Five “key strategies”…
Clarifying, understanding, and sharing learning intentions
❚ curriculum philosophy (goals and horizons)
Engineering effective classroom discussions, tasks and activities that elicit
evidence of learning
❚ classroom discourse, interactive whole-class teaching
Providing feedback that moves learners forward
❚ feedback
Activating students as learning resources for one another
❚ collaborative learning, reciprocal teaching, peer-assessment
Activating students as owners of their own learning
❚ metacognition, motivation, interest, attribution, self-assessment
“The essential condition for Gresham's Law to operate is that there must
be two (or more) kinds of money which are of equivalent value for some
purposes and of different value for others” (Mundell, 1998)