December 16


09:30 am - 11:00 am

Click to Register:

Cognition Education

In preparation for the NZ curriculum refresh, we invite leaders within the education sector to join us for a presentation by Dylan Wiliam.

“It is critical our education system continues to evolve and remains focussed on delivering equitable and excellent outcomes for all Aotearoa New Zealand’s children and young people…The curriculum refresh is aimed at ensuring all ākonga experience rich and responsive learning.” Ministry of Education.

In preparation for this curriculum refresh, we are very pleased to invite leaders within the education sector to join us for a presentation by Emeritus Professor Dylan Wiliam.

While it is common for authors to define the terms “curriculum” and “pedagogy” in different ways, there can be little doubt that we should decide what students will learn before we decide how they should be taught and how they should be assessed. Making these decisions will involve trade-offs—there is no perfect curriculum, no perfect pedagogy and no perfect assessment system. The best we can do, therefore, is to make these trade-offs explicit and planned, rather than as consequences of other decisions.

In this presentation designed for education leaders, Dylan Wiliam will explore some of the most important implications of recent research on memory:

• why allocating large blocks of time to particular topics is often less effective than doing things in smaller chunks

• why formative assessment—month by month, week by week, day by day, and minute by minute—should be at the heart of effective teaching

• why any assessment system needs to balance five desirable properties, namely that it needs to be synoptic, distributed, extensive, manageable and trusted.

About Dylan Wiliam

Dylan Wiliam is Emeritus Professor of Educational Assessment at University College London.

After a first degree in mathematics and physics, and one year teaching in a private school, he taught in inner-city schools in London for seven years.

In 1984 he joined Chelsea College, University of London, which later merged with King’s College London. From 1996 to 2001 he was the Dean of the School of Education at King’s, and from 2001 to 2003, Assistant Principal of the College. In 2003 he moved to the USA, as Senior Research Director at the Educational Testing Service in Princeton, NJ. From 2006 to 2010 he was Deputy Director of the Institute of Education, University of London.

Over the last 15 years, his academic work has focused on the use of assessment to support learning (sometimes called formative assessment). He now works with groups of teachers all over the world on developing formative assessment practices.

Dylan Wiliam is part of the Cognition Education Group Education Advisory Panel, an esteemed panel made up of highly respected, and internationally renowned education experts. This panel provides valuable external perspectives to our work – enhancing our collective impact.