The AfL debate: so who’s right?

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If you’re not already aware of my critique and Dylan Wiliam’s defence of formative assessment I do recommending getting up to speed before reading this post.

Dylan’s defence rests on the idea that although we can never be sure what’s going on in a child’s mind, “teaching will be better if the teacher bases their decisions about what to do next on a reasonably accurate model of the students’ thinking.”

He makes a rather interesting and surprising point: it doesn’t matter that we can’t know what’s going on in our students’ minds because his “definition of formative assessment does not require that the inferences we make from the evidence of student achievement actually improve student learning”.

Hang on, what’s formative assessment then?

Read more on The Learning Spy

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