Dylan Wiliam

Q: What Schools Are Affiliated With Dylan Wiliam

Dylan Wiliam is affiliated with the following schools: Open University, University College London, Durham University, London South Bank University, UCL Institute of Education, King's College London

Dylan Wiliam's AcademicInfluence.com Rankings

Dylan Wiliam

Education

#112

World Rank

#176

Historical Rank

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Why Is Dylan Wiliam Influential?

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According to Wikipedia, Dylan ap Rhys Wiliam is a Welsh educationalist. He is emeritus professor of educational assessment at the UCL Institute of Education. He lives in Bradford County, Florida, United States. Early life and education Born in North Wales, Wiliam grew up in a monoglot Welsh-speaking family. He did not learn English until attending Whitchurch Grammar School in Cardiff and Altrincham Grammar School for Boys in Greater Manchester. He continued further education at the University of Durham , the Open University , the Polytechnic of the South Bank and the University of London .

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Dylan Wiliam's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Assessment and Classroom Learning (1998) (6601)
Inside the Black Box: Raising Standards through Classroom Assessment (2010) (3460)
Developing the theory of formative assessment (2009) (2417)
Assessment for Learning- putting it into practice (2003) (1550)
Working inside the Black Box: Assessment for Learning in the Classroom (2004) (1256)
What Is Assessment for Learning (2011) (565)
Students' Experiences of Ability Grouping—disaffection, polarisation and the construction of failure† (2000) (506)
'In praise of educational research': formative assessment (2003) (463)
Embedded Formative Assessment (2011) (460)
Meanings and Consequences: a basis for distinguishing formative and summative functions of assessment? (1996) (456)
EFFECTIVE TEACHERS OF NUMERACY (1997) (409)
’I’ ll be a nothing’: structure, agency and the construction of identity through assessment (1999) (354)
Integrating Assessment with Learning: What Will It Take to Make It Work? (2007) (330)
Assessment for Learning in the Classroom (2004) (292)
Formative Assessment: Getting the Focus Right (2006) (279)
Classroom Assessment: Minute by Minute, Day by Day In classrooms that use assessment to support learning, teachers continually adapt instruction to meet student needs. (2005) (278)
Assessment in Education: Principles, Policy & Practice (2008) (236)
Keeping learning on track: classroom assessment and the regulation of learning (2007) (228)
Classroom assessment and pedagogy (2018) (215)
The Formative Purpose: Assessment Must First Promote Learning (2004) (184)
Lessons from around the world: how policies, politics and cultures constrain and afford assessment practices (2005) (168)
Standardized Testing and School Accountability (2010) (166)
It's not which school but which set you're in that matters: the influence of ability grouping practices on student progress in mathematics (2004) (165)
Assessment for Learning: Why, What and How? (2009) (114)
Assessment: The Bridge between Teaching and Learning (2013) (114)
Changing Classroom Practice (2007) (113)
The Construction of Identity in Secondary Mathematics Education (2000) (107)
Learning How to Learn, in Classrooms, Schools and Networks: aims, design and analysis (2006) (91)
The framework for the national curriculum : a report by the expert panel for the national curriculum review (2011) (89)
The role of formative assessment in effective learning environments (2010) (88)
From Teachers to Schools: Scaling up Professional Development for Formative Assessment (2012) (77)
Reliability, validity, and all that jazz (2001) (76)
What Counts as Evidence of Educational Achievement? The Role of Constructs in the Pursuit of Equity in Assessment (2010) (72)
An overview of the relationship between assessment and the curriculum (2001) (70)
Studying changes in the practice of two teachers developing assessment for learning (2005) (61)
Integrating summative and formative functions of assessment (2000) (60)
Standards in examinations: a matter of trust? (1996) (57)
Technology and Assessment in Mathematics (2012) (56)
On The Purpose of Mathematics Education Research: Making Productive Contributions to Policy and Practice (2002) (56)
TIGHT BUT LOOSE: SCALING UP TEACHER PROFESSIONAL DEVELOPMENT IN DIVERSE CONTEXTS (2008) (54)
Large-scale assessment systems: Design principles drawn from international comparisons (2007) (50)
Perspectives on Methodological Issues (2012) (45)
Improving the Way We Grade Science. (2007) (44)
Tracking and mixed-ability grouping in secondary school mathematics classrooms: a case study (2003) (43)
The contribution of professional development to effectiveness in the teaching of numeracy (1997) (42)
Learning How to Learn: Tools for Schools (2006) (41)
Meanings and Consequences in Standard Setting (1996) (41)
Effective Teachers of Numeracy in Primary Schools: Teachers' Beliefs, Practices and Pupils' Learning. (1997) (41)
National curriculum assessment: how to make it better (2003) (39)
Scoping a vision for formative e-assessment: a project report for JISC (2009) (37)
Assessment for learning: meeting the challenge of implementation (2018) (37)
Validity, dependability and reliability in National Curriculum assessment (1993) (35)
Level best? Levels of attainment in national curriculum assessment (2001) (33)
Feedback: Part of a System (2012) (33)
‘We’ve still got to learn!’ Students’ perspectives on ability grouping and mathematics achievement (2001) (33)
Inside the Black Box: Raising Standards Through Classroom Assessment Formative assessment is an essential component of classroom work and can raise student achievement. (2010) (32)
The Impact of Educational Research on Mathematics Education (2003) (31)
Comments on Bulterman-Bos: What Should Education Research Do, and How Should It Do It? (2008) (31)
International comparisons and sensitivity to instruction (2008) (30)
National Curriculum Assessments and Programmes of Study: validity and impact (1996) (29)
Assessment: Learning Communities Can Use It to Engineer a Bridge Connecting Teaching and Learning. (2006) (28)
Classroom Assessment Is Not (Necessarily) Formative Assessment (and Vice‐versa) (2005) (25)
The meanings and consequences of educational assessments (2000) (25)
The Evidential Basis for Knowledge Claims in Mathematics Education Research (2000) (24)
What is wrong with our educational assessments and what can be done about it. (2001) (23)
Formative Assessment in Mathematics Part 2: Feedback (1999) (23)
Assessment, Learning and Identity (2004) (21)
School pupils’ beliefs about learning (2006) (21)
A Systematic Review of the Impact on Students and Teachers of the Use of ICT for Assessment of Creative and Critical Thinking Skills (2003) (21)
Education: The meanings and consequences of educational assessments (2000) (20)
Setting, Streaming and Mixed-Ability Teaching (2001) (20)
Feedback: At the heart of - but definitely not all of - formative assessment (2018) (17)
Assessment and learning: some reflections (2017) (17)
Formative Assessment in Mathematics Part 3: The Learner's Role (2000) (17)
Feedback and Instructional Correctives (2013) (16)
Linking Research and Practice: Knowledge Transfer or Knowledge Creation? (2002) (16)
Formative Assessment in Mathematics Part 1: Rich questioning (1999) (15)
The Secret of Effective Feedback. (2016) (13)
Assessment: social justice and social consequences (2000) (12)
How Can Assessment Support Learning? A Response to Wilson and Shepard, Penuel, and Pellegrino (2018) (12)
Assessment and the regulation of learning 12 (2004) (11)
Combination, Aggregation and Reconciliation: evidential and consequential bases (1995) (11)
Assessment and Learning (2006) (11)
The Right Questions, the Right Way. (2014) (11)
Learning and assessment: a long and winding road? (2017) (11)
Classification accuracy in Key Stage 2 National Curriculum tests in England (2013) (11)
Constructing difference: assessment in mathematics education (2003) (10)
THE TRANSITION FROM GCSE TO A-LEVEL IN MATHEMATICS: A PRELIMINARY STUDY (1999) (10)
Diagnostic Questions: Is There Value in Just One? 1 (2006) (10)
Keeping learning on track: integrating assessment with instruction 12 (2004) (9)
Balancing dilemmas: Traditional theories and new applications (2007) (9)
Improving Learning in Science With Formative Assessment (2008) (9)
Some reflections on the role of evidence in improving education (2019) (9)
Special needs and the distribution of attainment in the National Curriculum. (1992) (9)
Once you know what they’ve learned, what do you do next? Designing curriculum and assessment for growth. (2006) (9)
What Do Teachers Need to Know About the New Standards for Educational and Psychological Testing (2014) (8)
The half‐second delay: what follows? (2006) (8)
Value‐added Attacks: technical issues in reporting national curriculum assessments (1992) (8)
Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning (2007) (7)
Conclusion : Why Formative Assessment is Always Both Domain-General and Domain-Specific and What Matters is the Balance Between the Two (2019) (7)
Towards a philosophy for educational assessment 1 2 (2000) (7)
The Development of Formative Assessment (2003) (7)
Assessing authentic tasks: alternatives to mark-schemes (2007) (7)
Foreword: Assessment Literacy (2015) (6)
Validity: all you need in assessment : Assessment and science education (2003) (6)
The Relationship between Assessment and the Organization and Practice of Teaching (2010) (6)
Creating matched National Curriculum assessments in English and Welsh: test translation and parallel development 1 (1994) (6)
The formative evaluation of teaching performance (2014) (6)
Research methodologies in the “South” (2011) (5)
A Pleasant Surprise (2010) (5)
The Development of National Curriculum Assessment in England and Wales (1995) (5)
What makes an investigation difficult (1998) (5)
Pedagogy and educational policy: modernising teaching or narrowing the agenda? (2001) (5)
The design of the ESRC TLRP 'Learning How to Learn' project (2003) (4)
National Curriculum assessments arrangements — the legal minimum (1992) (4)
WELSH-MEDIUM AND BILINGUAL EDUCATION (2008) (4)
Quality in assessment (2008) (4)
The effect of some classroom factors on grade 3 pupil gains in the Leverhulme Numeracy Research Programme (2000) (3)
Designing valid numeracy tests for the primary age range (1999) (3)
MFL inside the Black Box (2008) (3)
How Is Testing Supposed to Improve Schooling? Some Reflections (2013) (3)
How should educational research respond to the replication “crisis” in the social sciences? Reflections on the papers in the Special Issue (2022) (2)
Assessment to Promote Learning Pages 19-24 Classroom Assessment: Minute by Minute, Day by Day (2005) (2)
Raising Standards Throgh Classroom Assessment (2016) (2)
Redesigning Schooling-3 Principled curriculum design (2013) (2)
On the purpose of mathematics education research (2008) (2)
INTEGRATING SUMMATIVE AND FORMATIVE FUNCTIONS OF ASSESSMENT1 (2010) (1)
IS THE GAP BETWEEN GCSE AND A-LEVEL BIGGER IN MATHEMATICS THAN FOR OTHER SUBJECTS ? (2005) (1)
Standards in Public Examinations (2002) (1)
Standard-setting Methods for Multiple Levels of Competence (2005) (1)
Measuring ‘ Intelligence ’ : what can we learn and how can we move forward ? (2006) (1)
The validity and impact of educational assessments (2004) (1)
Contributions of Educational Psychology to Understanding Student Learning: A Perspective on Primary and Secondary Education. (2019) (1)
69.1 A Fibonacci sum (1985) (0)
Special issue: Evidence into policy and practice (2022) (0)
Making productive contributions to policy and practice (2018) (0)
Research into practice: Formative assessment for learning (2004) (0)
MATHEMATICS IN THE PRIMARY SCHOOL DYLAN V. JONES ANN DOWKER and DELYTH LLOYD School of Education 2005 (2008) (0)
Classroom Assessment is Not (Necessarily) Formative Assessment (and Vice-versa) (2004) (0)
Kappan Classic A Pleasant Surprise BY PAUL BLACK AND DYLAN WILIAM (2010) (0)
A ‘black box’ approach to scalar and vector products (1986) (0)
Designing Great Hinge Questions. (2015) (0)
Teachers and the law (2007) (0)
Learning about mathematics teaching from other countries (2020) (0)
Open Dialogue: Peer Response: Contributions of educational psychology to understanding student learning: A perspective on primary and secondary education (2019) (0)
What do leaders need to know about learning and teaching (2004) (0)
Video conversation: Designing the future (2015) (0)
Some further simple analytics of school quality — and a proposal * (2019) (0)
Excellence in Assessment: Assessment for Learning (2006) (0)
Book Reviews (2009) (0)
Research into practice (2020) (0)

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What Schools Are Affiliated With Dylan Wiliam?

Dylan Wiliam is affiliated with the following schools:

Dylan Wiliam's Academic­Influence.com Rankings