Dylan Wiliam

University of London, United Kingdom

Dylan Wiliam is an Emeritus Professor of educational assessment at the Institute of Education, University of London. After a first degree in mathematics and physics, and one-year teaching in a private school, he taught in innercity schools for seven years, during which time he earned further degrees in mathematics and mathematics education. In 1984, he joined the Chelsea College, University of London, which later became part of King's College London. During this time, he worked on developing innovative assessment schemes in mathematics before taking over the leadership of the Mathematics Teacher Education Program at King’s. Between 1989 and 1991, he was the Academic Coordinator of the Consortium for Assessment and Testing in Schools, which developed a variety of statutory and nonstatutory assessments for the national curriculum of England and Wales. After his return to King’s, he completed his Ph.D. degree, addressing some of the technical issues thrown up by the adoption of a system of age-independent criterion-referenced levels of attainment in the national curriculum of England and Wales. From 1996 to 2001, he was the Dean and Head of the School of Education at King’s College London, and, from 2001 to 2003, he served as Assistant Principal of the college. In 2003, he moved to the USA, as Senior Research Director at the Educational Testing Service in Princeton, NJ, USA. In 2006, he returned to UK as Deputy Director of the Institute of Education, University of London. In 2010, he stood down as Deputy Director to spend more time on research and teaching. For the last ten years, he has focused on the use of assessment to support learning (sometimes called formative assessment). He was the coauthor, with Paul Black of a major review of the research evidence on formative assessment published in 1998 and has subsequently worked with many groups of teachers, in UK, the USA, Australia, and Sweden, on developing formative assessment practices.

Biography Updated on 1 December 2011

Scholarly Contributions [Data Provided by ]