Dylan Wiliam

Dylan Wiliam

Institute of Education, University of London
United Kingdom

Dylan Wiliam is Emeritus Professor of Educational Assessment at the Institute of Education, University of London where, from 2006 to 2010 he was its Deputy Director. In a varied career, he has taught in urban public schools, directed a large-scale testing program, served a number of roles in university administration, including Dean of a School of Education, and pursued a research programme focused on supporting teachers to develop their use of assessment in support of learning.


I have been working in the area of formative assessment for 30 years—I left school teaching in 1984 to join a research project on formative assessment in mathematics classrooms—both at the theoretical level and at the practical level, with teachers. I was the co-author, with Paul Black, of a major review of the research on assessment and classroom learning published in 1998, and since then I have worked to clarify the theoretical basis of formative assessment as well researching its impact in classrooms.

Since retiring from university administration in 2010, I have spent the last three and a half years working with teachers all over the world to support them in their development of classroom formative assessment. In that time, I have presented workshops to over 50,000 educators, and helped establish over 1500 teacher learning communities focused on developing their practice of formative assessment.





My current academic work focuses on the challenge of implementing better classroom formative assessment at scale. This involves helping teachers understand the differences between different approaches to formative assessment, clarifying the underlying theoretical rationale for formative assessment, its relationship to other policy priorities such as differentiated instruction, response to (instruction and) intervention, and self-regulated learning, as well as understanding how it can be used within frameworks for the evaluation of teaching, such as those developed by Charlotte Danielson (1995) and Marzano and Toth (2013). I am also engaged in trying to understand why leaders find prioritizing classroom formative assessment as a focus for teacher professional development so difficult.


Dylan Wiliam’s website: http://www.dylanwiliam.org
A complete list of publications: http://eprints.ioe.ac.uk/…

  More Resources:

Citation – Please refer to information and materials available on this website, in this way:

Fifth International Symposium on Assessment for Learning (April, 2014).
     Website International Symposium on Classroom Assessment.
     Accessed at: http://assessment4learning.com/