Embedded Formative Assessment, 2nd Edition, Oct/2017

The second edition of this best-selling resource presents new research, insights, examples, and formative assessment techniques teachers can immediately apply in their classrooms.

By integrating formative assessment practices into daily activities, educators can substantially increase the rate of student learning. The second edition of this best-selling resource presents new research, insights, and techniques teachers can immediately apply in their classrooms. Updated examples and templates are included to help teachers elicit evidence of learning, provide meaningful feedback, and empower students to take ownership of their education.

Understand the benefits and strategies of formative assessment by:

1. Reviewing the five key strategies of classroom formative assessment.
2. Learning more than 50 practical techniques for classroom formative assessment.
3. Examining research that states classroom formative assessment is the most impactful and cost-effective approach to raising student academic achievement.
4. Exploring the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning to engineer effective learning environments.

Changes for the Second Edition:

1. Over 30 percent new content including new research, techniques, examples, and templates
2. New insights into the current state of education and how these changes affect student performance and teacher practice
3. A deeper discussion of educational neuroscience, including memory studies and dual-pathway theory

About The Author:
Dylan Wiliam, PhD, is a consultant who works with educators in the United Kingdom and North America to develop effective, research-based formative assessment practices. He is former deputy director of the Institute of Education at the University of London. From teaching in urban public schools to directing a large-scale testing program to serving in university administration, his professional path has led to a variety of positions at the forefront of education. Dr. Wiliam is also senior research director of the Learning and Teaching Research Center at the Educational Testing Service in Princeton, New Jersey.

During his early years of teaching in private and inner-city classrooms, Dr. Wiliam focused on physics and mathematics. He later joined the faculty of Chelsea College, University of London, which later became part of King’s College London. Here, he worked on developing innovative assessment schemes in mathematics before accepting leadership of the King’s College Mathematics Education Program.

For three years, Dr. Wiliam served as the academic coordinator of the Consortium for Assessment and Testing in Schools, which developed a variety of assessments for the national curriculum of England and Wales. He then returned to King’s College to serve as Dean of the School of Education before being promoted as assistant principal of the university.

He coauthored a major review of research evidence on formative assessment with Paul Black and has worked with many teachers in the United Kingdom and United States on developing formative assessment practices to support learning.

In addition to a doctor of education, Dr. Wiliam holds numerous degrees in mathematics and mathematics education.