Dylan Wiliam

Dylan Wiliam (b. 1950s)

Key Contribution / Core Idea

Leading advocate of formative assessment — using ongoing assessment to shape teaching and improve learning.

Background / Context

British educationalist, co-author of Inside the Black Box (1998) with Paul Black, which transformed thinking about assessment.

Main Theories / Methods

• Assessment is not just for grading but for feedback during learning.

• Core strategies:

  • Clarifying learning intentions.

  • Engineering effective classroom discussions.

  • Providing feedback that moves learning forward.

  • Activating students as instructional resources for each other.

  • Activating students as owners of their own learning.

Relevance to Modern KS3/4 Teaching

• Crucial in day-to-day questioning, feedback, and peer/self-assessment.

• Especially valuable in maths/science where misconceptions block progress.

• Fits with emphasis on adaptive teaching in UK curriculum.

How His Ideas Link to Others

• Practical complement to Rosenshine’s and Sweller’s more theory-based models.

• Shares concerns with Hattie’s focus on visible learning.

Strengths and Appeal

• Makes assessment serve learning, not just accountability.

• Highly adaptable to different subjects.

Criticisms and Limitations

• Hard to implement consistently across all classes.

• Risks being watered down into superficial “AfL tick-boxing.”

Legacy / Lasting Influence

• One of the most cited living educationalists.

• Transformed UK assessment policy and practice.

Further Reading

• Black & Wiliam, Inside the Black Box (1998).