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In this small booklet Dylan Wiliam assembles his argument that, for professional development of teachers to be effective, we must not simply theorise about formative assessment but address behaviours in the classroom and how teachers might be supported to change. Now that the central significance of formative assessment in learning has been fairly widely established William considers the misunderstanding and misuse of the term and helps us comprehend the intention of assessment for learning through wry statements such as 'the difference between a medical and a post-mortem'. In a few pages he conveys how his two decades of experience has shaped an effective, scalable model for professional teacher development. It is a clear, concise and compelling read for anyone engaged in education for the professions. Whilst the primary audiences are teacher development professionals and policy makers the content is readily transferable to the wider Higher Education audience... In my institution we plan not only to buy copies for the library but to buy in bulk for resale direct to our post graduate medical education students. This is a little book with a big punch. --Linda Jones, Principal Lecturer Clinical Education and Leadership, Bedfordshire and Hertfordshire Postgraduate Medical Education. ESCALATE Review: 6th October 2009.
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Arguing that if we are serious about raising student achievement, Wiliam illustrates that not all investments are equally effective, and some, such as helping teachers make greater use of assessment for learning, are more effective than others. If we are to be successful as well as being clear about what we want teachers to do differently, we have to understand why changing teachers' practice is so difficult, and this will require radical changes in the way we treat teachers' professional development.
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