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Dylan Wiliam

Professor Dylan Wiliam is emeritus professor of educational assessment at University College London. In a varied career, he has taught in urban public schools, directed a large-scale testing program, served a number of roles in university administration, authored numerous books, and pursued a research program focused on supporting teachers to develop their use of assessment in support of learning.

As one of the United Kingdom's leading experts on assessment, Dylan has an extensive history of research and consultation in this area. His recent work has focused on the use of assessment to support learning, which is sometimes called formative assessment. He was the coauthor, with Paul Black, of a major review of the research evidence on formative assessment, and he has worked with many groups of teachers across the globe on developing formative assessment practices. Dylan is also an experienced international presenter who specialises in introducing educators to the principles and practice of assessment for learning.

Professor Dylan Wiliam is emeritus professor of educational assessment at University College London. In a varied career, he has taught in urban public schools, directed a large-scale testing program, served a number of roles in university administration, authored numerous books, and pursued a research program focused on supporting teachers to develop their use of assessment in support of learning.

As one of the United Kingdom's leading experts on assessment, Dylan has an extensive history of research and consultation in this area. His recent work has focused on the use of assessment to support learning, which is sometimes called formative assessment. He was the coauthor, with Paul Black, of a major review of the research evidence on formative assessment, and he has worked with many groups of teachers across the globe on developing formative assessment practices. Dylan is also an experienced international presenter who specialises in introducing educators to the principles and practice of assessment for learning.

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