Workshops by Dylan Wiliam
Dylan Wiliam is Emeritus Professor of Educational Assessment at University College London.
After a first degree in mathematics and physics, and one year teaching in a private school, he taught in urban schools for seven years, during which time he earned further degrees in mathematics and mathematics education.
In 1984 he joined Chelsea College, University of London, which later became part of King's College London. During this time he worked on developing innovative assessment schemes in mathematics before taking over the leadership of the mathematics teacher education program at King’s.
Between 1989 and 1991 he was the Academic Coordinator of the Consortium for Assessment and Testing in Schools, which developed a variety of statutory and non-statutory assessments for the national curriculum of England and Wales.
After his return to King’s, he completed his PhD, addressing some of the technical issues thrown up by the adoption of a system of age-independent criterion-referenced levels of attainment in the national curriculum of England and Wales.
From 1996 to 2001 he was the Dean and Head of the School of Education at King’s College London, and from 2001 to 2003, he served as Assistant Principal of the College. In 2003 he moved to the USA, as Senior Research Director at the Educational Testing Service in Princeton, NJ. In 2006 he returned to the UK as Deputy Director of the Institute of Education, University of London. In 2010 he stood down as Deputy Director to spend more time on research and teaching.
His recent work has focused on the use of assessment to support learning (sometimes called formative assessment). He was the co-author, with Paul Black of a major review of the research evidence on formative assessment published and since then has worked with groups of teachers all over the world on developing formative assessment practices.
Dylan answered how we could adjust our formative assessment to promote long-term learning at the 'Embedding Formative Assessment' Webinar 2021
Assessment Literacy (4-Day Online Course)
Date/Time: 26 & 29 - 31 August 2022 (Fri & Mon-Wed), 8:00am to 9:30am SGT (GMT+8hr)
Venue: Online via Zoom
Assessment literacy overview
Even the best-designed assessment system needs to be implemented thoughtfully, which requires that all users of assessment evidence have a certain degree of assessment literacy— an understanding of both the meanings and the consequences of educational assessments. Participants will learn what makes some assessments better than others, why student progress measures are almost entirely useless, why most tests will never produce useful diagnostic information on students, and why most school assessment systems do not do the things they are intended to do. The sessions will include a consideration of how assessments are interpreted, recorded, and reported to key stakeholders, as well as some in-class suggestions for how to get good and quick feedback from students. The four sessions are described below.
Session 1: Quality in assessment
Session 2: Assessment literacy
Session 3: Assessment design
Session 4: Evidence-centered design
Metacognition, Motivation, and Self-Regulated Learning (4-Day Online Course)
Date/Time: 06 - 09 September 2022 (Tue-Fri), 8:00am to 9:30am SGT (GMT+8hr)
Venue: Online via Zoom
The term “metacognition” refers to any knowledge that individuals have about their own learning processes. Although some researchers have suggested that metacognition includes self-regulated learning, there is now increasing agreement—amongst researchers at least—that it is more helpful to view metacognition as one of three components of self-regulated learning, with the other two being cognition (thinking) and motivation.
This course will outline the main theories of self-regulated learning, and show how students’ capacity for self-regulated learning can be developed both indirectly (through the development of a supportive learning environment) and directly, through teacher modelling and by explicit teaching of...