Exceptions Prove the Rule | Dylan Wiliam | Cumulative Effect
May 8, 2023
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Dylan Wiliam, Expert in classroom assessment, joins Tom Schimmer to discuss the irony of formative assessment, providing tools to teachers, maintaining students' enthusiasm, and evaluating understanding for grading. They emphasize the cumulative effect of instruction on students' progress and achievement.
Teachers play a vital role in the education system, constantly showing up for their students and inspiring them.
Responsive teaching challenges traditional practices and emphasizes the inclusion of every student in the learning process.
Formative assessment improves student outcomes, helps students remember and understand more content, and fosters equity in education.
Deep dives
The Importance of Teachers in Education
Teachers play a vital role in the education system, constantly showing up for their students and inspiring them. Despite the challenges and lack of appreciation, teachers are needed by the public and, most importantly, by their students. It is crucial for educators to continue to believe in and support their students, as they are the pillars of society.
The Need for Responsive Teaching
Responsive teaching, which involves adjusting instruction based on students' learning needs, is gaining recognition as an effective instructional strategy. It allows teachers to make timely decisions and provide targeted support to all students. This approach challenges traditional practices of relying solely on the responses of a few confident volunteers and emphasizes the inclusion of every student in the learning process.
The Shift towards Formative Assessment
Formative assessment, a process of gathering evidence to inform instructional decisions, is gaining traction in education. It focuses on understanding what students have learned and adapting teaching accordingly. Despite resistance and the pressure to prioritize standardized tests, the research shows that formative assessment improves student outcomes. Teachers are gradually embracing this approach, realizing that it helps students remember and understand more content while fostering equity in education.
The Impact and Traction of a Published Article on Education
The podcast episode discusses the success and unexpected traction gained by the publication of an article on education. The article was launched with the help of the external relations department of King's College London and received extensive media coverage in England, leading to its recognition in the United States as well. The author reflects on the reasons why the article gained such popularity, attributing it to the growing fatigue with state-mandated assessments and the recognition that traditional grading practices can have a detrimental impact on student learning. The article provided a fresh perspective on assessment and emphasized its role in improving instruction during the teaching process.
Formative Assessment and Assessment for Learning
In this part of the podcast episode, the distinction between formative assessment and assessment for learning is explored. The term 'assessment for learning' has its origins in Special Education and dates back to 1973. It emphasizes the role of assessment in supporting and improving student learning throughout the instructional process. On the other hand, 'formative assessment' is identified as a subset of assessment for learning, specifically focusing on assessments that inform and shape future instruction. The importance of involving students in the assessment process and the need for a comprehensive approach to formative assessment are emphasized. The conversation also highlights the potential negative impact of relying solely on traditional summative assessments and the importance of fostering students' passion for learning.
In Don’t @ Me (3:56), Tom opens by explaining why the exceptions prove the rule rather than discredit it. Then (10:57) Tom is joined by Dylan Wiliam for part 1 (of 2) of a conversation about classroom assessment. Finally, in Assessment Corner (50:12), Tom provides a year-end reminder that grades should reflect the cumulative effect of instruction, not the points they've accumulated over time.