Dylan Wiliam has devised a testing philosophy and practice for K-12 students called Embedded Formative Assessment. The program is organic, using practices common in Japan, where teachers work together to develop 5-6 effective questions for each lesson. These questions are embedded in the lesson. Teachers prowl the classroom while students practice what they have just been taught, quietly asking individual students and testing their understanding. Through this simple evaluation teachers can see and bridge gaps in student knowledge.
According to Wiliam’s plan the five key strategies of classroom assessment are:
· sharing learning intentions with students,
· eliciting evidence of achievement,
· providing feedback that moves learning forward,
· activating students as learning resources for one another, and
· activating students as owners of their own learning. (C.M. Rubin)
You won’t be surprised to learn that this simple technique has been packaged. This is dessert for publishing companies. With or without Professor Wiliam’s approval, this seems like overkill. Harry and Rosemary Wong have been touting these procedures for years. See First Days of School, http://www.effectiveteaching.com/ . The Drs. Wong produce many fine educational materials, but First Days is complete and following through gets results.
See article by C. M. Rubin at http://www.educationnews.org/international-uk/the-global-search-for-education-what-did-you-learn-today/
Here’s a summary of a conference with Dylan Wiliam, http://www.tielights.net/?p=526
Especially interesting point - students raise hands only to ask questions, never to give answers.
Teachers, can’t we devise important questions without the aid of textbooks, workshops and expensive programs? Yet again, an idea that is simple and effective will become complex and unproductive if we relinquish responsibility.
Dylan Wiliam is Professor Emeritus of Educational Assessment at the Institute of Education, University of London, teacher, teacher trainer, and director of a testing program.
