Dylan Wiliam

Joined by Dylan Wiliam, a prominent assessment researcher, the discussion dives into formative assessment's importance and challenges. Wiliam shares his journey from teacher to scholar and highlights the significance of effective feedback and evidence-based decision-making in classrooms. He outlines how misconceptions persist and the role of clear feedback in learning. The conversation addresses the complexities of implementing assessment strategies and the impact of international trends in education.

Dylan Wiliam, Emeritus Professor at UCL Institute of Education, dives into the transformative intersection of formative assessment and AI in education. He reveals the reasons why formative assessment is underutilized despite its effectiveness. Wiliam discusses AI's potential to automate summative assessments while warning against its limitations in providing meaningful feedback. He advocates for live oral exams and portfolio assessments to enhance learning authenticity and reduce cheating, offering a fresh perspective on the evolving teacher-student dynamic.

Dylan Wiliam, Emeritus Professor of Educational Assessment at UCL, reflects on his shift from music to mathematics teaching and decades of work on formative assessment. He discusses scaling formative practices, the limits and coaching potential of AI, classroom-safe assessment strategies like oral checks, and designing teacher-led, practical reforms that actually improve learning.

Dylan Wiliam, formative assessment researcher and teacher-trainer; Kate Jones, former classroom teacher and classroom-practice author; Sheila Heen, negotiation expert on receiving feedback; John Hattie, Visible Learning researcher; Shirley Clarke, formative assessment practitioner. They debate actionable feedback, on-the-move verbal feedback, feedback as system-wide practice, AI’s role and pitfalls, peer feedback and how to build classroom conditions that make feedback usable.

Join education giants David Geary, known for his insights into mathematical cognition; John Sweller, the father of Cognitive Load Theory; Kate Jones, a former teacher passionate about evidence-based practice; and Dylan Wiliam, an expert on formative assessment. They dive into the differences between biologically primary and secondary knowledge, explore ways to manage cognitive load in classrooms, and share practical advice for teachers. Expect discussions on retrieval practice, math anxiety, and how cognitive science can transform teaching strategies.