Assessment for Teacher Learning: Making CPD responsive
Here’s the big idea – teachers can only improve their practice when they also improve their ability to assess.
Dylan Wiliam, along with his colleague Paul Black, could be considered the fathers of formative assessment. And yet Dylan Wiliam considers this one of his biggest mistakes, wishing he’d called it something like ‘responsive teaching’ instead.
I’m hugely taken with this idea. While ‘teaching’ could be seen as one-way transmission, ‘responsive teaching’ is clearly a more two-way process.