Lesson
Using Assessment Results to Adjust Teaching
Feedback and Feedforward · Assessment
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The video is exceptionally short, but it gives the exact conceptual rule for the lesson: evidence is formative through use. Education Scotland is an authoritative publisher and Wiliam is a primary expert. The companion resources supply credible classroom examples of the elicit–interpret–adjust–recheck cycle.
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Summary, mindmap and highlights
Dylan Wiliam defines formative assessment through its use: evidence about achievement is elicited, interpreted, and used to make better decisions about the next steps in instruction. A test or question has no formative power on its own. The change in teaching or learning completes the process.
Useful evidence represents the whole class. A single volunteer can hide the distribution of understanding, so teachers may use all-student responses, short written prompts, polls, or carefully sampled work. Interpretation then looks for patterns: a misconception shared by many, a prerequisite gap affecting a smaller group, or students who are ready for extension.
The response should match the pattern. The teacher might revisit a model, choose a contrasting example, change the grouping, provide targeted practice, or move on while supporting a few learners. A second check tests the decision. This tight cycle keeps assessment close to teaching and turns results into a practical plan.
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Assessment becomes formative when evidence changes a teaching or learning decision.
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Evidence should reveal understanding across the class.
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Interpretation examines patterns and likely causes alongside error counts.
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The instructional response should fit the diagnosed need.
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A second check tests whether the adjustment worked.
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Short-cycle decisions can happen within a lesson, between lessons, or across a unit.
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Additional resources
Explore this carefully selected material to deepen your understanding of the topic and connect it with your teaching practice.
European School Education Platform
Formative assessment, assessment for learning, and all that jazz
A concise explanation by Dylan Wiliam of the definition, purpose, and common misunderstandings.
National Foundation for Educational Research
Enhancing opportunities for formative assessment in primary maths
Concrete examples of gathering evidence, identifying misconceptions, and adjusting lesson structure.
University of Georgia Office of Instruction
Assessment: How-to
A practical guide to closing the loop between evidence, feedback, and course decisions.
Dylan Wiliam / Data Strategy
Dylan Wiliam's assessment videos list
The original listing confirms the film's purpose, short running time, and transcript availability.