Dylan Wiliam, PhD, is one of the world’s foremost education authorities. Dylan is Emeritus Professor of Educational Assessment at the Institute of Education, University of London. After a first degree in mathematics and physics, he taught in urban schools for seven years, during which time he earned further degrees in mathematics and mathematics education.
In 1984 he joined 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 non-statutory assessments for the national curriculum of England and Wales.
After his return to King’s, he completed his PhD, 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, Dylan served as Dean and Head of the School of Education (and later Assistant Principal) at King’s College London, Senior Research Director at the Educational Testing Service in Princeton, New Jersey, and Deputy Director (Provost) of the Institute of Education, University of London. Since 2010, he has devoted most of his time to research and teaching.
He has helped to successfully implement classroom formative assessment in thousands of schools all over the world, including the United States, Singapore, Sweden, Australia and the United Kingdom. A two-part BBC series, “The Classroom Experiment,” tracked Dr. Wiliam’s work at one British middle school, showing how formative assessment strategies empower students, significantly increase engagement, and shift classroom responsibility from teachers to their students so that students become agents of and collaborators in their own learning.
Wiliam’s recent work focuses on the profound impact strategic formative assessment has on student learning. He is co-author of Inside the Black Box, a major review of the research evidence on formative assessment, as well as Embedded Formative Assessment, the Embedding Formative Assessment Professional Development Pack, and Leadership for Teacher Learning from Learning Sciences Publishing.
- Wiliam, D. (2016). Leadership for Teacher Learning: Creating a Culture Where All Teachers Improve So That All Students Succeed
- Wiliam, D, Leahy, S. (2015). Embedding Formative Assessment: Practical Techniques for K-12 Classrooms
- Wiliam, D. (2011). Embedded Formative Assessment
- Wiliam, D, Black, P. (1998), Inside the Black Box