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Dylan Wiliam
Overview of presentation
Why raising achievement is important
Why investing in teachers is the answer
Why formative assessment should be the focus
Why teacher learning communities should be the mechanism
How we can put this into practice
Why?
Where’s the solution?
Structure
Smaller high schools
Larger high schools
K-8 schools
Alignment
Curriculum reform
Textbook replacement
Governance
Charter schools
Vouchers
Technology
Computers
Interactive white-boards
Why?
School effectiveness
Three generations of school effectiveness research
Raw results approaches
Different schools get different results
Conclusion: Schools make a difference
Demographic-based approaches
Demographic factors account for most of the variation
Conclusion: Schools don’t make a difference
Value-added approaches
School-level differences in value-added are relatively small
Classroom-level differences in value-added are large
Conclusion: An effective school is a school full of effective classrooms
Why?
It’s the classroom
Variability at the classroom level is up to 4 times that at school level
It’s not class size
It’s not the between-class grouping strategy
It’s not the within-class grouping strategy
It’s the teacher
Why?
Teacher quality
A labour force issue with 2 solutions
Replace existing teachers with better ones?
No evidence that more pay brings in better teachers
No evidence that there are better teachers out there deterred by
burdensome certification requirements
Improve the effectiveness of existing teachers
The “love the one you’re with” strategy
It can be done
We know how to do it, but at scale? Quickly? Sustainably?
Why?
Cost/effect comparisons
Intervention Extra months of Cost/yr
learning per year
Class-size reduction (by 30%) 4 £20k
Why?
The research evidence
Several major reviews of the research
Natriello (1987)
Crooks (1988)
Kluger & DeNisi (1996)
Black & Wiliam (1998)
Nyquist (2003)
All find consistent, substantial effects
Why?
Formative assessment
Assessment for learning is any assessment for which the first priority in
its design and practice is to serve the purpose of promoting pupils’
learning. It thus differs from assessment designed primarily to serve the
purposes of accountability, or of ranking, or of certifying competence.
An assessment activity can help learning if it provides information to be
used as feedback, by teachers, and by their pupils, in assessing
themselves and each other, to modify the teaching and learning activities
in which they are engaged.
Such assessment becomes ‘formative assessment’ when the evidence is
actually used to adapt the teaching work to meet learning needs.
Black, Harrison, Lee, Marshall & Wiliam, 2002
Types of formative assessment
Long-cycle
Span: across units, terms
Length: four weeks to one year
Impact: Student monitoring; curriculum alignment
Medium-cycle
Span: within and between teaching units
Length: one to four weeks
Impact: Improved, student-involved, assessment; teacher cognition about learning
Short-cycle
Span: within and between lessons
Length:
day-by-day: 24 to 48 hours
minute-by-minute: 5 seconds to 2 hours
Impact: classroom practice; student engagement What?
Unpacking formative assessment
Key processes
Establishing where the learners are in their learning
Establishing where they are going
Working out how to get there
Participants
Teachers
Peers
Learners
What?
Aspects of formative assessment
Where the learner
Where the learner is How to get there
is going
Engineering effective
Providing feedback
Clarify and share discussions, tasks and
Teacher that moves learners
learning intentions activities that elicit
evidence of learning
forward
Understand and
Activating students as learning
Peer share learning
resources for one another
intentions
What?
Keeping Learning on Track (KLT)
A pilot guides a plane or boat toward its destination by taking constant
readings and making careful adjustments in response to wind, currents,
weather, etc.
A KLT teacher does the same:
Plans a carefully chosen route ahead of time (in essence building the track)
Takes readings along the way
Changes course as conditions dictate
What?
Putting it into practice
Why research hasn’t changed teaching
The nature of expertise in teaching
Aristotle’s main intellectual virtues
Episteme: knowledge of universal truths
Techne: ability to make things
Phronesis: practical wisdom
What works is not the right question
Everything works somewhere
Nothing works everywhere
What’s interesting is “under what conditions” does this work?
Teaching is mainly a matter of phronesis, not episteme
How?
Knowledge ‘transfer’
How?
Examples of techniques
Learning intentions
“sharing exemplars”
Eliciting evidence
“mini white-boards”
Providing feedback
“find it and fix it”
Students as owners of their learning
“coloured cups”
Students as learning resources
“pre-flight checklist”
How?
Design and intervention
Our design process
How?
King’s-Medway-Oxfordshire
Formative Assessment Project
“Polyexperiment” design
24 teachers, each developing their practice in individual ways
Each teacher chose which class to explore these ideas with
Each teacher chose how to measure success
Different outcome variables, so no possibility of standardized controls
Synthesis by standardized effect size
Impact on student achievement
0.3 standard deviations (i.e., about 8 months extra learning per year)
Other small-scale replications (Hayes, 2003; Clymer 2007) find similar
effects
How?
Taking it to scale
Designing for scale
“In-principle” scalability
A single model for the whole school
But which honours subject-specificities
Understanding what it means to scale (Coburn, 2003)
Depth
Sustainability
Spread
Shift in reform ownership
Consideration of the diversity of contexts of application
Clarity about components, and the theory of action
How?
Logic model for KLT
How?
A ‘signature pedagogy’ for teacher learning?
Every monthly TLC meeting should follows the same structure and
sequence of activities
Activity 1: Introduction & Housekeeping (5 minutes)
Activity 2: How’s It Going (50 minutes)
Activity 3: New Learning about AfL (50 minutes)
Activity 4: Personal Action Planning (10 minutes)
Activity 5: Summary of Learning (5 minutes)
How?
The TLC leader’s role
To ensure the TLC meets regularly
To ensure all needed materials are at meetings
To ensure that each meeting is focused on AfL
To create and maintain a productive and non-judgmental tone during
meetings
To ensure that every participant shares with regard to their implementation
of AfL
To encourage teachers to provide their colleagues with constructive and
thoughtful feedback
To encourage teachers to think about and discuss the implementation of
new AfL learning and skills
To ensure that every teacher has an action plan to guide their next steps
But not to be the AfL “expert”
How?
Peer observation
Run to the agenda of the observed, not the observer
Observed teacher specifies focus of observation
Observe teacher specifies what counts as evidence
e.g., teacher wants to increase wait-time
provides observer with a stop-watch to log wait-times
How?
“Tight but loose”
Some reforms are too loose (e.g., the ‘Effective schools’ movement)
Others are too tight (e.g., Montessori Schools)