Assessment for Learning

Raising student achievement has benefits not only for the individual, but for society as well. In this lecture Dylan Wiliam argues that many efforts at reform have focused on things that are easy to change rather than those that would make the most difference. He shows that some investments in raising achievement are more cost-effective and more suitable for large-scale application than others. In particular, he argues, helping teachers make greater use of assessment for learning (AfL), would be the most effective way of raising student achievement. Professor Wiliam argues that, if we are to be successful as well as being clear about what we want teachers to do differently, we have to understand why changing teachers' practice is so difficult, and this will require radical changes in the way we treat teachers' professional development.

ISBN 085473788X   Pages 44 ISBN13 9780854737888 (What's this?)   Volumes 001 Publisher Institute of Education Publications   Weight (grammes) 113 Imprint Institute of Education Publications   Published in London Format Paperback   Series title Inaugural Professorial Lectures Publication date 28 May 2009   Height (mm) 210 Library of Congress LB   Width (mm) 148 DEWEY 371.12   Spine width (mm) 3 DEWEY edition DC22   Academic level Professional / Scholarly

In a few pages he conveys how his two decades of experience has shaped an effective, scalable model for professional teacher development. It is a clear, concise and compelling read for anyone engaged in education for the professions. Whilst the primary audiences are teacher development professionals and policy makers the content is readily transferable to the wider Higher Education audience... In my institution we plan not only to buy copies for the library but to buy in bulk for resale direct to our post graduate medical education students. This is a little book with a big punch. -- Linda Jones, Principal Lecturer Clinical Education and Leadership, Bedfordshire and Hertfordshire Postgraduate Medical Education ESCalate - The Higher Education Academy Education Subject Centre 20091006

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