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:
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.