Principled assessment design
In this challenging booklet, Dylan Wiliam argues forcefully that schools must develop their own way of assessing children’s progress. He guides us through a nuanced way of thinking about assessment that should underpin the design of any model: knowing the limitations of types of assessment and the impact these have on the inferences you make; defining what you will assess and the purpose for which you will use the data; how you will collect, share and record it; and, critically, how you can design assessment systems that first and foremost support teaching and learning.
‘Good summative assessment requires teachers to share a construct of quality, while good formative assessment requires helping students share the same construct of quality.’
Redesigning Schooling is a series of booklets that challenges schools to improve practice and innovate for change in every aspect of the system. The six-part series is designed to help identify the big questions in education, look at lessons from other systems and shape the debate on how we can make our education system world class.
With Redesigning Schooling, educators are urged to consider best practice in six areas of schooling: teaching and learning; student impact; parental engagement; curriculum design; assessment design; and collaboration between schools. The ideas and approaches put forward in the series can be adopted at an individual or school level. In each book, educators are encouraged to make choices based on the courage of their convictions about what is right for their learners and to spread their ideas across their networks and beyond.
|Publish date||2015-04-20 00:00:00|
|Partner Name||SSAT The Schools Network Ltd|
|Key Learning Area||Cross-Curricular|