STLinATL

Getting feedback right involves attending not just to the kinds of feedback that our students receive, but also making sure that we are giving feedback on the right things, which means that effective feedback  requires first finding out where students are. This, in turn, requires being clear about what it is we want our students to learn. And for feedback to be used effectively, we must make sure it is used, by activating students as owners of their own learning, and as learning resources for one another. In this breakout, Dylan Wiliam will outline how thinking about formative assessment as a part of—but not all of—assessment for learning provides a uniquely powerful way of improving instruction, and raising levels of achievement, and provide participants with twenty practical techniques for making classrooms more responsive to students’ learning needs.