Professor Dylan Wiliam

  • Qualifications and position:
    • BSc, BA, MSc, PhD
    • Deputy Director
    • Professor of Educational Assessment
  • Faculty:
    • Directorate
  • Department:
    • Directorate
  • Summary:
    • Responsibilities
      • Chair of the Equal Opportunities Committee
      • Chair of the Information Strategy Committee
      • Chair of the Staff Development Committee
  • Research Projects:
    • Professor Wiliam's principal research focus is the professional development of teachers through a focus on the use of evidence about student learning to adapting teaching to better meet student needs. His current interests focus on how school-based teacher learning communities can be used to create effective systems of teacher professional development at scale.
Professor Dylan Wiliam

Contact details

Contact details

  • Name: Jackie Lee, PA
  • Email:
  • Email:

  • Address:
  • Directorate
    Institute of Education University of London
    20 Bedford Way
    London
    WC1H 0AL

  • Office Location:
  • Room 502
    20 Bedford Way, WC1H 0AL

Publications

  • Wiliam, D. (2007) Keeping learning on track: classroom assessment and the regulation of learning. . In F. K. Lester Jr (Ed.), Second handbook of mathematics teaching and learning, Greenwich, CT: Information Age Publishing.
  • James, M., Black, P., McCormick, R., Pedder, D., & Wiliam, D. (2006) Learning how to learn, in classrooms, schools and networks: aims, design and analysis. . Research Papers in Education, 21(2), 101-118..
  • Black, P., & Wiliam, D. (2005) Developing a theory of formative assessment. In J. Gardner (Ed.), Assessment and Learning, London, UK: Sage.
  • Wiliam, D., Lee, C., Harrison, C., & Black, P. J.
    (2004) Teachers developing assessment for learning: impact on student achievement. Assessment in Education: Principles Policy and Practice, 11(1), (pp.49-65), Routledge, part of the Taylor & Francis Group .
  • Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003) Assessment for learning: putting it into practice. . Buckingham, UK: Open University Press.