Institute of Education, University of London
<!–Department of Curriculum, Pedagogy and Assessment
He previously worked as a secondary school teacher, as a school psychologist and a researcher for national assessment agencies.
Much of his recent assessment work has involved promoting formative assessment as part of improving teaching and learning. He was a founder member of the Assessment Reform Group which has promoted Assessment for Learning internationally. This has led to work with teachers and policy makers in many countries.
REASONS I’M A MEMBER OF THE TEAM:
As a founder member of the Assessment Reform Group I have attended each of these international seminars in order both to report developments in England and in other countries in which I have been working and to learn about developments elsewhere.
TITLE OF PRESENTATION
How Experts Learn – And How Formative Assessment Helps
The study of top performers across disciplines such as chess, music, art, sport, science and writing show some common patterns. These involve opportunities, motivation, expert teaching and coaching and extensive deliberate practice. These experts develop both mental frameworks which allow them to see the big picture and the capacity to monitor their own performance.
How can we translate what we know about expertise into classroom teaching and learning? Key elements of formative assessment are central to this. Clear learning intentions help learners to make sense of what they are learning and to see the big picture. Classroom dialogue helps establish where learners are and effective feedback moves learning forward. To do this well teachers themselves need to be experts who deliberately develop their own skills.
TO FIND OUT MORE ABOUT MY WORK:
Member of the Assessment Reform Group: http://www.aaia.org.uk/afl/assessment-reform-group/
Recent Powerpoint Presentation: Click to view
New book – The Expert Learner (Jan. 2014):