SIG member Michael Holden speaks with Dr. Dylan Wiliam, Emeritus Professor of Educational Assessment at University College London. They discuss Dr. Wiliam's early experiences with classroom assessment...

This is the original text of a paper prepared for the 2011 Salzburg Seminar on Optimizing Talent: Closing Educational Gaps Worldwide, and published by Learning Sciences International in 2014.

Jon Harper with Dylan Wiliam

Summer readers are cool

With teacher and leader workloads and burnout at an all-time high, it’s time for de-implementation: de-prioritizing and deleting the less effect...

Op basis van het werk van Dylan Wiliam en Siobhan Leahy over formatief handelen, verscheen er een gids met praktische technieken

This link will take you to a page that’s not on LinkedIn

We examine the dynamic nature of student-teacher match quality by studying the effect of having a teacher for more than one year. Using data from Tennessee and panel methods, we find that having a rep...

The Science of How We Learn

Speakers SO FAR Agneta Gulz Alva Appelgren Andreas Jemstedt Andrew Watson Arnold Pears Attila Szabo Ben Newmark Beth Grenville Giddings Bruce Robertson Cecilia Caiman Cecilia Kozma Daniel Muis Daniel ...

2025 Summer Research Training Institute on Cluster-Randomized Trials.

Fröjd’s toolbox · Episode

Research on charter schools tends to focus on direct and immediate effects on student outcomes. However, there may be unintended indirect effects on, …

BIT independently evaluated the scaling of a formative assessment programme, which generated insights our clients used to reach many more schools

This OA book proposes a way forward to effectively teach knowledge and complex cognitive skills in school and achieve equitable opportunities.

In 2023, a National Council on Measurement in Education Presidential Task Force developed a consensus framework for foundational competencies in educational measurement to guide graduate programs and...

Just Tell Them: The Power of Explanations and Explicit Teaching [Groshell Zach] on Amazon.com. *FREE* shipping on qualifying offers. Just Tell Them: The Power of Explanations and Explicit Teaching

This study provides the first large-scale quantitative exploration of mathematical language use in upper elementary U.S. classrooms. Our approach employs natural language processing techniques to desc...

Model-based evaluation is at the heart of successful model development -- as a reward model for training, and as a replacement for human evaluation. To train such evaluators, the standard approach is ...

New research reveals widespread inaccuracy in student grades. Discover how improved grading practices make grades more accurate and improve learning.

Subscription and open access journals from Sage, the world's leading independent academic publisher.

Phonological awareness (PA), the awareness of sounds in spoken words, is strongly linked to reading outcomes. However, there is an ongoing debate regarding the effectiveness of PA instruction witho...

The Developmental Cognitive Neuroscience Group is based at the Department of Psychology at the University of Cambridge, UK. Our research focuses on the development of social cognition, peer influence ...

This paper derives 'scaling laws' -- empirical relationships between the amount of training compute used for a Large Language Model (LLM) and its performance -- for economic outcomes. In a...

Cognitive control is crucial for present and future success and therefore is a frequent target of interventions. This study showed that training cognitive control in a large sample of 6–13-year-old ch...

This link will take you to a page that’s not on LinkedIn

Assessment guru Dylan Wiliam talks with us about expanding the definition of assessment and how to use the process of assessment to enhance student achievement and adult practices.