Having read the original published in 2011 early on in my career, I’ve spent today reading the 2nd edition (2017) of “Embedded Formative Assessment” from @dylanwiliam. It’s been helpful to reflect on my own practice, consider how I’ve grown, and where to next. Chp reflections https://abs.twimg.com/emoji/v2/... draggable="false" alt="⬇️" title="Pfeil nach unten" aria-label="Emoji: Pfeil nach unten">

Chp1 explored the why of educational achievement acknowledging the political, economical and health landscape. As in research such as @suttontrust (2014), the quality of the teacher is key. #PedagogyTrumpsCurriculum
https://abs.twimg.com/emoji/v2/... draggable="false" alt="👀" title="Augen" aria-label="Emoji: Augen"> https://www.suttontrust.com/wp-content/uploads/2019/12/What-makes-great-teaching-FINAL-4.11.14-1.pdf">https://www.suttontrust.com/wp-conten...

Chp2 explores the case for formative assessment. As in @P_A_Kirschner & @C_Hendrick “How Learning Happens” we see learning styles myth debunked. The concept of formative assessment as process for what next is introduced. Interesting: teaching/learning https://abs.twimg.com/emoji/v2/... draggable="false" alt="📚" title="Bücher" aria-label="Emoji: Bücher"> https://www.routledge.com/How-Learning-Happens-Seminal-Works-in-Educational-Psychology-and-What-They/Kirschner-Hendrick/p/book/9780367184575">https://www.routledge.com/How-Learn...

Chp3 explores the 1st principle - learning intentions and success criteria. LIs: to be context free. SC: learners need to know what achievement looks like. Process & Product. Rubrics may help (see @arti_choke SOLO rubrics) - beware of over prescription. https://abs.twimg.com/emoji/v2/... draggable="false" alt="👀" title="Augen" aria-label="Emoji: Augen"> http://pamhook.com/solo-taxonomy/ ">https://pamhook.com/solo-taxo...

Chp4 explores eliciting evidence of learning. Practitoners need to beware of making assumptions: what has been taught is not necessarily what has been learnt. Through skilful use of questioning (e.g. Blank model: https://highlandliteracy.com/concrete-to-abstract-thinking-blank-language)">https://highlandliteracy.com/concrete-... we promote thinking & we knows what next.

Chp5 explores feedback for moving forward. The power of comments that provide “what next?” have the greatest impact. We need to be aware of how learners react, and understand connection with feedback and long term memory. See @teacherhead & @olicav https://www.walkthrus.co.uk/ ">https://www.walkthrus.co.uk/">...

Chp6 explores activating learners as peers. Concept of co-operative learning and peer assessment discussed. Effective co-op learning has positive interdependence, individual accountability, face to face interaction, social skills and group processing. https://abs.twimg.com/emoji/v2/... draggable="false" alt="👀" title="Augen" aria-label="Emoji: Augen"> …https://2017.congresoinnovacion.educa.aragon.es/documents/48/David_Johnson.pdf">https://2017.congresoinnovacion.educa.aragon.es/documents...

Chp7 explores activating learners as owners of their own learning. In enabling self assessment, and developing self regulation, we need to consider metacognition and motivation. Concept of flow - capability and challenge are high is cited. https://abs.twimg.com/emoji/v2/... draggable="false" alt="📺" title="Fernsehen" aria-label="Emoji: Fernsehen"> https://www.ted.com/talks/mihaly_csikszentmihalyi_flow_the_secret_to_happiness">https://www.ted.com/talks/mih...