Teacher quality is the most significant variable in school improvement, and of all the things teachers can do to improve the quality of their teaching, formative assessment has been shown to provide the greatest impact. In Content, Then Process: Teacher Learning Communities in the Service of Formative Assessment (from the 2009 Annual Conference on Standards and Assessment in Las Vegas, Nevada), Dr Wiliam outlines a model to shift towards more formative assessment–based teaching practices by first addressing content (what needs to be changed) and then addressing the process to approach that change. He discusses the role of teacher learning communities (TLCs) in creating this change, and he explains the five essential elements that must be included when developing and implementing the process to revolutionise the way teachers teach. Dr Wiliam then details the steps TLCs can follow to successfully enact this change and provides strategies for incorporating continuous student engagement through minute-to-minute formative assessments.
His discussion offers the following:
- Five key strategies for effective formative assessment
- Examples of practical strategies to use in the classroom to encourage student engagement and close achievement gaps
- Tools teachers can use during lessons to gather evidence of learning and keep students on track
- Guidelines for how to provide constructive feedback that will promote students’ ownership of their own learning
- Methods for providing feedback that move learning forward by giving students guidance on how to improve and by causing students to think about their learning
This package includes an 86-minute DVD with the presenter’s session, a CD with the presenter’s slide presentation, an excerpt from the book Ahead of the Curve, and more.