Embedded Formative Assessment¶
Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press.
Cited by¶
2 citations across 2 artifacts.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Differentiated Instruction
- Carol Ann Tomlinson's Model of Differentiated Instruction at the University of Virginia's Curry School of Education (1990s–present). Carol Ann Tomlinson, a former K-12 teacher who became the most prominent U.S. academic advocate of differentiation, developed her framework through teacher training at the Curry School and its Institutes on Academic Diversity, through the ASCD book series (beginning with How to Differentiate Instruction in Mixed-Ability Classrooms, 1995), and through policy and professional-development engagements with hundreds of U.S. school districts; Wiliam (2011) integrates the framework into the broader embedded-formative-assessment program, arguing that the diagnostic-feedback-and-adjustment cycle is the operative mechanism whether labelled "differentiation" or not.
This sourcePractitioner synthesis of the formative-assessment program; integrates differentiation-style adjustments into the broader feedback-and-adjustment cycle and argues the diagnostic loop, rather than the differentiation label, is the operative mechanism.
- Carol Ann Tomlinson's Model of Differentiated Instruction at the University of Virginia's Curry School of Education (1990s–present). Carol Ann Tomlinson, a former K-12 teacher who became the most prominent U.S. academic advocate of differentiation, developed her framework through teacher training at the Curry School and its Institutes on Academic Diversity, through the ASCD book series (beginning with How to Differentiate Instruction in Mixed-Ability Classrooms, 1995), and through policy and professional-development engagements with hundreds of U.S. school districts; Wiliam (2011) integrates the framework into the broader embedded-formative-assessment program, arguing that the diagnostic-feedback-and-adjustment cycle is the operative mechanism whether labelled "differentiation" or not.
- Formative Assessment
- Wiliam's (2011) more recent formulation in Embedded Formative Assessment identifies five key strategies of formative assessment: clarifying, sharing, and understanding learning intentions and success criteria; eliciting evidence of student learning; providing feedback that moves learners forward; activating students as instructional resources for one another; and activating students as owners of their own learning.
This sourceArticulates the five formative-assessment strategies (learning intentions/success criteria; eliciting evidence; feedback that moves learners forward; students as resources for one another; students as owners of their learning).
- Wiliam's (2011) more recent formulation in Embedded Formative Assessment identifies five key strategies of formative assessment: clarifying, sharing, and understanding learning intentions and success criteria; eliciting evidence of student learning; providing feedback that moves learners forward; activating students as instructional resources for one another; and activating students as owners of their own learning.
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Links previously used in the corpus¶
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