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D-Index & Metrics

Social Sciences and Humanities

D-Index
57
Citations
56875
World Ranking
1695
National Ranking
308

Research.com Recognitions

  • Fellow of the Academy of Social Sciences, United Kingdom
  • Fellow of the Academy of Social Sciences, United Kingdom
  • Fellow of the Academy of Social Sciences, United Kingdom

Overview

Dylan Wiliam is affiliated with University College London in the United Kingdom. Their work spans primarily across the fields of social sciences and psychology, with a notable focus on education and developmental and educational psychology.

The main topics within their research include:

  • Educational Theory and Curriculum Studies
  • Educator Training and Historical Pedagogy
  • Student Assessment and Feedback
  • Education and Critical Thinking Development
  • Global Educational Policies and Reforms
  • Evaluation and Performance Assessment
  • Intelligent Tutoring Systems and Adaptive Learning

The scientist's publication record includes articles in several academic journals. Frequent publication venues are:

  • Review of Education
  • British Journal of Educational Psychology
  • Educational Research and Evaluation
  • Learning and Instruction
  • Learning and Individual Differences

Recent papers authored or co-authored by Dylan Wiliam include:

  • How should educational research respond to the replication "crisis" in the social sciences? Reflections on the papers in the Special Issue (2022, Educational Research and Evaluation)
  • Putting learners at the heart of the feedback process: Reflections on the special issue (2023, Learning and Instruction)

Other recent relevant papers in their wider research network include:

  • Learning from errors versus explicit instruction in preparation for a test that counts (2024, British Journal of Educational Psychology)
  • The role of knowledge-rich curricula in promoting deep thinking and complex skill acquisition (2025, Learning and Individual Differences)
  • Special issue: Evidence into policy and practice (2022, Review of Education)

Dylan Wiliam has collaborated extensively with several researchers, including:

  • Tim Surma
  • Claudio Vanhees
  • Nuno Crato
  • Daniël Muijs
  • Paul A. Kirschner

In addition to journal publications, Dylan Wiliam has contributed to book literature, notably with the publication of "Developing Curriculum for Deep Thinking" under Springer Nature (Netherlands) in 2025.

The scientist has been recognized as a Fellow of the Academy of Social Sciences in the United Kingdom.

Best Publications

  • Assessment and Classroom Learning

    Paul Black;Dylan Wiliam

  • Inside the Black Box: Raising Standards Through Classroom Assessment

    Paul Black;Dylan Wiliam

  • Developing the theory of formative assessment

    Paul Black;Dylan Wiliam

  • Working inside the black box: Assessment for learning in the classroom

    Paul Black;Christine Harrison;Claire Lee;Bethan Marshall

  • Assessment for Learning- putting it into practice

    Paul Black;Christine Harrison;Clare Lee;Bethan Marshall

  • Embedded Formative Assessment

    Dylan Wiliam

  • What Is Assessment for Learning

    Dylan Wiliam

  • Teachers developing assessment for learning: impact on student achievement

    Dylan Wiliam;Clare Lee;Christine Harrison;Paul Black

  • EFFECTIVE TEACHERS OF NUMERACY

    Mike Askew;Valerie Rhodes;Margaret Brown;Dylan Wiliam

  • Integrating Assessment with Learning: What Will It Take to Make It Work?

    Dylan Wiliam;Marnie Thompson

  • Students' Experiences of Ability Grouping—disaffection, polarisation and the construction of failure†

    Jo Boaler;Dylan Wiliam;Margaret Brown;Margaret Brown

  • 'In praise of educational research': formative assessment

    Paul Black;Dylan Wiliam

  • Meanings and Consequences: a basis for distinguishing formative and summative functions of assessment?

    Dylan Wiliam;Paul Black

  • Classroom assessment and pedagogy

    Paul Black;Dylan Wiliam

  • ’I’ ll be a nothing’: structure, agency and the construction of identity through assessment

    Diane Reay;Dylan Wiliam

  • Keeping learning on track: classroom assessment and the regulation of learning

    Dylan Wiliam

  • Formative assessment: getting the focus right

    Dylan Wiliam

  • Standardized Testing and School Accountability

    Dylan Wiliam

  • The Formative Purpose: Assessment Must First Promote Learning

    Paul Black;Dylan Wiliam

  • "Kappan Classic": Inside the Black Box--Raising Standards through Classroom Assessment.

    Paul Black;Dylan Wiliam

  • Assessment in Education: Principles, Policy & Practice

    Dylan Wiliam

  • Assessment and Learning

    Paul Black;Dylan Wiliam

Frequent Co-Authors

Paul Black
Paul Black King's College London
Jo Boaler
Jo Boaler Stanford University
Diane Reay
Diane Reay University of Cambridge
Mark Wilson
Mark Wilson University of California, Berkeley
W. James Popham
W. James Popham University of California, Los Angeles
Kaye Stacey
Kaye Stacey University of Melbourne
Patricia Broadfoot
Patricia Broadfoot University of Bristol
John MacBeath
John MacBeath University of Cambridge

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