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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.

Educational achievement carries more importance than ever for students to thrive in the complex, unpredictable world of the 21st century. In this second edition of the bestselling Embedded formative assessment, author Dylan Wiliam makes the case for the significant role of formative assessment in increasing teacher quality and student learning. Through a vast body of new research, insights, examples and formative assessment techniques, this rich resource shows F–12 teachers and administrators how to positively impact student achievement.