Skip to 0 minutes and 4 secondsThrough engaging with the activities in this course and interacting with peers and with Dylan and myself, you have developed your understanding of assessment for learning. Assessing whether students are learning provides that minute-by-minute feedback that shapes and responds to thinking as it is happening. Transforming your practise in this way allows you to be responsive to learning and more aware of your learners' needs. It also allows you to complete the Formative Assessment Cycle. You will ask questions, and the responses to these reveal what your learners understand. You decide what to do next and what formative action is needed in response to the evidence and most importantly, you act.
Skip to 0 minutes and 46 secondsSo from myself and from Chris and Andrea, thank you for taking part in the course. We hope that, over the last six weeks, you've deepened your understanding of formative assessment for learning. None of this is easy to do and all of it takes practise, but it is worth persisting.
Summing up from Chris and Dylan
In this short video Chris and Dylan bid farewell and encourage you to persist in developing your assessment for learning knowledge and skills. As Dylan concludes:
‘None of this is easy to do and all of it takes practice. But it is worth persisting.’
As an endnote here is a list of Dylan, Chris, and Andrea’s ‘top picks’. These are links and resources that you may find helpful as you continue to deepen your understanding of assessment for learning.
If you’ve your own recommendations to make then please feel free to post suggestions and links in the comment area.
- Association for Achievement and Improvement through Assessment
- Dylan Wiliam’s personal web site
- Education Endowment Fund Teaching and Learning Toolkit
- Learning Sciences Dylan Wiliam Center website
- National STEM Learning Centre
- Assessment Reform Group (1999). Assessment for Learning Beyond the Black Box. University of Cambridge: Cambridge.
- Black, P. & Harrison, C. (2004). Science Inside the Black Box. GLAssessment: London.
- Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2002). Working Inside the Black Box. Kings College: London.
- Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning: Putting it into practice. Open University Press: Buckingham, UK.
- Black, P. & Wiliam, D. (1998). Inside the Black Box. GLAssessment: London, UK.
- Blanchard, J. ( 2009). Teaching, Learning and Assessment. Oxford University Press: Maidenhead, UK.
- Clarke, S. (2001). Unlocking Formative Assessment. Hodder & Stoughton: Oxford, UK.
- Clarke, S. (2008). Active Learning through Formative Assessment. Hodder Education: London, UK.
- Clarke, S. (2014). Outstanding Formative Assessment Culture and Practice. Hodder Education: London, UK.
- Harrison, C & Howard, S (2009). Inside the Primary Black Box. GLAssessment: London, UK.
- Hodgen, J., & Wiliam, D. (2006). Mathematics inside the black box: assessment for learning in the mathematics classroom. GLAssessment: London, UK.
- Reeves, D (2007). Ahead of the Curve. Solution Tree Press: Bloomington, USA.
- Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press: Bloomington, USA.
- Wiliam, D., & Leahy, S. (2015). Embedding formative assessment: Practical techniques for K-12 classrooms. Learning Sciences International: Florida, USA.
- Wiliam, D., & Leahy, S. (2014). Embedding formative assessment professional development pack. Specialist Schools and Academies Trust: London, UK.
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