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This is a talk I gave for a researchED event at Raine's Foundation School, London E2 9Y on September 6th, 2014. The Powerpoint slides are here: bit.ly/3FldCzw

This is the second part of a talk for Southend Education Trust given at Westcliff School for Girls on 4 October, 2010 titled "The true spirit of AfL" (slides here: bit.ly/2WorfaE).

This is the first part of a talk for Southend Education Trust given at Westcliff School for Girls on 4 October, 2010 titled "The true spirit of AfL" (slides here: bit.ly/2WorfaE).

This talk was prepared for TeachFirst and outlines some key ideas about assessment, including the idea that validity is a property of inferences, not of tests, or even test scores, and addresses the two main threats to valid test interpretations: construct under-representation and construct-irrelevant variance.

Just in the same way that no teacher can do the learning for her students, but can create the conditions for good learning to take place, no leader can do the learning for teachers in schools, but can create the conditions for that professional development to take place. This short video-produced originally for schools in South Australia-describes how leaders can create the conditions for teach...

This video (slides here: bit.ly/3ddniMV) provides an outline of the booklet "Principled Curriculum Design" published by SSATUK in 2013, and suggests that any curriculum involves a series of trade-offs between seven desirable features, namely that a good curriculum is balanced, rigorous, coherent, vertically integrated, appropriate, parsimonious and relevant. The idea is that by making these tra...

In this video, I provide both an intuitive and an empirical rationale for formative assessment, discuss what it is, and what it isn't, and outline the five key strategies of formative assessment: clarifying, sharing and understanding learning intentions; eliciting evidence; providing feedback that moves learning forward; activating learners as learning resources for one another; and activating ...

A video recording made in August 2006 on the effects of feedback

This is the last of six videos produced for South Australia's Department of Education and Child Development about ten years ago. The video focuses on how school leaders can establish and sustain school-based teacher learning communities that help teachers develop their formative assessment practice. The Powerpoint slides are here: bit.ly/3eD30Of.

This is the fifth of six videos produced for South Australia's Department of Education and Child Development about ten years ago. The video focuses on the last two formative assessment strategies: "Activating students as learning resources for one another" and "Activating students as owners of their own learning". The Powerpoint slides are here: bit.ly/3cAo4mV

This is the fourth of six videos produced for South Australia's Department of Education and Child Development about ten years ago. The video focuses on the formative assessment strategy of "Providing feedback that moves learning forward". The Powerpoint slides are here: bit.ly/3amdRsG

This is the third of six videos produced for South Australia's Department of Education and Child Development about ten years ago. The video focuses on the formative assessment strategy of "Engineering effective discussion, activities, and classroom tasks that elicit evidence of learning" and delves deeper into how to make sense of students' responses-listening interpretively rather than evaluat...

This is the second of six videos produced for South Australia's Department of Education and Child Development about ten years ago. The video focuses on the formative assessment strategy of "Engineering effective discussion, activities, and classroom tasks that elicit evidence of learning". The Powerpoint slides are here: bit.ly/3aiMcIX

This is the first of six short videos produced originally for South Australia' Department of Education and Child Development about ten years ago. It outlines the different uses of the term formative assessment, and suggests that much of the debate over these definitions can be resolved by realizing that formative assessment can occur over long, medium, and short cycles, with the last of these f...

What formative assessment is and isn't

Why we need to raise achievement

Teacher learning communities

Kunskapsskolen conference presentation (June 2018)

Closing the gap: Smart and not-so-smart approaches (Plymouth Learning Trust, 2015)

Teacher quality: Why it matters, what it is, and how to get more of it

Teacher quality: What it is, why it matters, and how to get more of it (Durrington researchED, 2020)

Embedded and Embedding formative assessment: What's the difference?