---
title: "Using Assessment Results to Adjust Teaching"
artifact: "highlights"
resource_person: "Dylan Wiliam"
resource_person_role: "Emeritus Professor of Educational Assessment, UCL"
vertical: "assessment"
module: "Feedback and Feedforward"
lesson: "Using Assessment Results to Adjust Teaching"
lesson_key: "using-assessment-results-to-adjust-teaching"
source: "curated"
source_channel: "Education Scotland"
---
# Using Assessment Results to Adjust Teaching: Highlights

**Resource person:** Dylan Wiliam - Emeritus Professor of Educational Assessment, UCL

**Curated from:** Education Scotland

1. Assessment becomes formative when evidence changes a teaching or learning decision.
2. Evidence should reveal understanding across the class.
3. Interpretation examines patterns and likely causes alongside error counts.
4. The instructional response should fit the diagnosed need.
5. A second check tests whether the adjustment worked.
6. Short-cycle decisions can happen within a lesson, between lessons, or across a unit.