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Sustaining formative assessment with teacher learning communities [Kindle Edition]

Dylan Wiliam
4.8 out of 5 stars  See all reviews (9 customer reviews)

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  • Length: 34 pages (estimated)
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Book Description

"Embedded formative assessment" (also available from Amazon) describes over 50 practical classroom techniques that teachers can use to engage their students, and to make their teaching more responsive to the needs of their students. However, developing classroom formative assessment takes time, and support. This short supplement to "Embedded formative assessment" explains why changing teaching practice is so difficult, and provides guidance on the creation of building-based teacher learning communities that can support teachers in developing their use of classroom formative assessment.


Product details

  • Format: Kindle Edition
  • File Size: 58 KB
  • Print Length: 34 pages
  • Simultaneous Device Usage: Unlimited
  • Sold by: Amazon Media EU S.à r.l.
  • Language: English
  • ASIN: B007L8PUC2
  • Text-to-Speech: Enabled
  • X-Ray:
  • Word Wise: Not Enabled
  • Average Customer Review: 4.8 out of 5 stars  See all reviews (9 customer reviews)
  • Amazon Bestsellers Rank: #116,876 Paid in Kindle Store (See Top 100 Paid in Kindle Store)
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4.8 out of 5 stars
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Most Helpful Customer Reviews
4.0 out of 5 stars Good read. bagin price 18 April 2014
Format:Kindle Edition|Verified Purchase
I brought this as I was looking for ideas whilst preparing some lessons with a junior member of staff whilst signed off due to an injury. It's easy to read (if a little short) and did exactly that - I felt inspired and was able to pass that on.
The only thing I will caution you about is that everything in this book (and more) is covered in Wiliam's other book on formative assessment and most of the content can be found for free on YouTube if you search for him.
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5.0 out of 5 stars renewing my fervour to teach well 2 Jan. 2014
By Dood
Format:Kindle Edition|Verified Purchase
I am currently in a journey to improve my teaching. I had not understood the changes in approach to teacher development. Thus is the missing link.This will help me direct my efforts to improve my practice productively. Really glad I bought it... Loving Kindle versions of teacher books :-)
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5.0 out of 5 stars Why schools don't improve 30 Dec. 2013
Format:Kindle Edition
Excellent work on why schools fail to do what they should. Schools don't fully read the theory and apply it as recommended they look for the sound bites and quick fixes and try to guess what they should be doing. The last few pages about priorities and trying multiple strategies instead of prioritising effectively sum up the problem of school thinking.
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5.0 out of 5 stars Challenging 16 Dec. 2013
Format:Kindle Edition|Verified Purchase
Dylan Wiliam on formative assessment is always a treat. No surprises then that this paper (it cannot be described as a book) was packed full of insight and interest. It is only suitable for those who have already worked through his earlier "embedded formative assessment", as it describes research on how the strategies contained in the earlier book can be implemented in schools through the establishment of teacher learning communities. The author cannot be faulted for being honest about how difficult change is to achieve, but I did feel that I would have been more encouraged had the case study of teacher learning communities given been more successful. But the encouragement Wiliam offers does not come through saying the journey will be easy, only that it is worth the effort.
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Format:Kindle Edition|Verified Purchase
Wiliam is a leading educational theorist who is a rare beast: an academic who actually speaks directly to teachers. This book is jammed packed with invaluable insights into how teachers function and how they can best amend and improve their practice. Wiliam is both an idealist and a pragmatist: he has noble aims for education and profoundly believes that assessment needs to be a positive, constructive experience for both teachers and learners. He re-casts teachers as "learners" but not in a patronising fashion, and offers the important perception that many teachers need to improve what they already do well and that they need to be empowered to make decisions as to what they need to have more training in. He wants to avoid a "top-down" approach to CPD, which he shows nearly always doesn't work in the long term. The book is very well-written; extremely lucid. My only gripe is that the publisher needs to have an active table of contents for the Kindle because this would make the book more teacher-friendly.
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