Previous+Semesters+ASSESSMENTS

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Research Articles

 * Assessment-based instruction **

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Hamilton, S. (2010). Assessment-based instruction. U.S. Army Medical Department Jounal, 00, 63. Retrieved November 10, 2013, from the Gale database.

Assessment-based Instruction, written by Stephanie Hamilton, gives a brief and concise overview of how the changes towards more formative based assessment have affected education over time. Hamilton reports that there have been multiple trends in assessment, all of which transition from the routine paper and pencil assessment to more authentic assessment that enables cognitive understanding. It is clear that this type of formative assessment has not hurt or lowered results compared to summative assessment; however, there are many more pros to the formative including teaching student how to think and why. Hamilton contends that this collaborative learning environment paired with real life based formative assessments helps to personalize and redirect learning for students in a way that teaches beyond the test, rather, it teaches students to think and grow on their own.

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 * Assessment informs instruction **

Gilman, D. A., Andrew, R., & Rafferty, C. (1995). Making Assessment A Meaningful Part Of Instruction. NASSP Bulletin, 79(573), 20-24. Retrieved November 10, 2013, from the Proquest database.

In the article Assessment Informs Instruction, written by Andy Anderson and Robert Goode, the authors use research on the basic fundamentals of physical education- an instep kick- to demonstrate their premise that assessment should be often, intermittent and diagnostic. Instead of having one big test, Anderson and Goode suggest using small objective specific assessments as a tool to identify holes in understanding for each student. They suggest doing things like identifying the different vocab terms from students, practicing on the weak areas by using pictures and good/bad demonstrations. From that, they recommend discussion, analytical thinking and enough self-evaluation to teach others the same abilities. In the end, setting performance criteria and using assessment to guide and customize it to students’ instruction in the classroom is the correct use of assessment.

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 * Guiding classroom instruction through performance assessment **

Oberg, C. (2010). Guiding classroom instruction through performance assessment. Journal of Case Studies in Accreditation and Assessment, 1, 1-11. Retrieved November 10, 2013, from the Proquest database.

Carol Oberg goes into depth about performance assessment in her article, Guiding Classroom Instruction Through Performance Assessment. She does this by claiming that teachers need to go a step beyond all the trends in assessment, from the traditional, and even past “authentic” assessment with performance assessment, so that teachers can do what they are truly meant to do-learn the strengths and needs of students. Oberg asserts that arming teachers with data on their students is the best way to create quality lessons, get students involved and accelerate connective learning in instruction. Oberg also emphasizes the need for pre-assessment to allow for tailoring of lessons to students, reiterating that performance pre-assessments are necessary. The article points out all the issues with using summative assessment instead of this top-notch formative assessment by accentuating problems like language barriers, good versus bad test taking skills, the poor fit between student and the forced means of communicating knowledge and the lack of engagement/motivation in students to do well on summative assessments. Ultimately, performance assessments links instruction and assessment through classroom based experiences and, more importantly, permits the teacher to learn the most about his/her students- not just their subject skills prowess, but also pertinent skills in creativity, technology and leadership- all skills that prove all important in their post-education lives.

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 * Making assessment a meaningful part of instruction **

Gilman, D. A., Andrew, R., & Rafferty, C. (1995). Making assessment a meaningful part of instruction. NASSP Bulletin, 79(573), 20-24. Retrieved November 10, 2013, from the Proquest database.

Making assessment a meaningful part of instruction, written by David Gilman, Richard Andrew and Cathleen Rafferty, focuses on using portfolios the major assessment in a teacher’s instruction. Their premise is that although standardized testing can be useful, if used properly, most do not use it properly, and this is problematic. They contend that portfolios allow for a definitive link between instruction and assessment by making it an ongoing part of it. They base this assertion on the fact that portfolios involved purposeful activities, they chart growths and interests and presents opportunities for reflection. This allows teachers and students alike to see whether progress has been made in the subject area and fast tracks the idea that the process of something is just as important as the product- not that the final outcome is the only thing that counts. Demonstrating the process, and allowing students to physically see it, reflect on it, and evaluate it, teaches them more than the subject matter- it teaches them to do this with all their work, whether it is in education or not. It will give students the abilities to continue to improve themselves well after their formal education ends.

[|http://libproxy.library.unt.edu:2063/ehost/detail?sid=9e0c1790-223c-434e-9943-d25b293f30db%40sessionmgr115&vid=1&hid=110&bdata=JnNjb3BlPXNpdGU%3d#db=tfh&AN=84520168]
 * Curriculum, Instruction, and Assessment for the Gifted: A Problem-Based Learning Scenario **

VanTassel-Baska, J. (2013). Curriculum, instruction and assessment for the gifted: a problem-based learning scenario. Gifted Child Today, 36(1), 71-75. Retrieved November 10, 2013, from the Sage database.

In an approach to speaking about curriculum issues involving Gifted and Talented students, Joyce VanTassel-Baska addresses many questions regarding GT students using a problem based learning approach. One of the looming questions VanTassel-Baska asks involves assessment and how to use it effectively with GT students. Quickly and briefly covering the bases, the article remains adamant that there must be a pre and post assessment for these students to measure growth, and even allows that the best way is to use the formative performance assessment in order to focus on higher level cognitive skills. It is even suggested that the use of portfolios to measure progress is highly recommended. However, VanTassel-Baska does not discount or rule out the traditional methods of assessment, stating that they are useful because they are attuned to what has become standard assessment at the university levels of study.

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 Knight, J. (2008). The Assessment for Learning Strategy. Retrieved from http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/DCSF-00341-2008.pdf =====

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 This article outlines the joint project conducted by the Department for Children, Schools and Families, the National Strategies and QCA, together with the Chartered Institute of Educational Assessors. This multi year project proposes an initiative that develops consistent nation-wide understanding and implementation of assessment for learning. The article not only describes what factors are necessary when developing effective assessment, but also how to strategically approach formative assessment from the grass roots level. “Assessment for learning is a powerful way of raising pupils’ achievement. It is based on the principle that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim” (Knight, 2008). The article conveys the timeline for the implementation of the assessment for learning strategy, as well as, the resources needed. An assessment expert is necessary for the implementation of this strategy. This person would provide support and resources regarding effective assessment for learning. “Every school needs someone who is not only a great classroom practitioner but also knows how to develop ways to support assessment in, for example, a year group, a subject, a department or a whole school. This person would be able to run in-school moderation, induct new staff into assessment routines or develop a robust assessment policy for the school” (Knight, 2008). This article provides timelines and the necessary resources needed for successful assessment for learning practices. =====

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 Knight, J. (2009). Instructional Coaching. Retrieved from [] =====

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 This article is a great tool to assist teachers in planning formative assessment. Jim Knight clearly outlines the process for developing an assessment for learning that includes six components. The components needed to develop effective assessment include guiding questions, answers to the guiding questions, specific proficiencies, informal assessments, use of assessments effectively, and revisit, revise, and reflect. “Assessment for learning is a crucial component of effective instruction. When students clearly understand their learning targets, and their progress toward those learning targets, they are more motivated. Additionally when teachers clearly understand how well their students are learning content, they can make better decisions about how to differentiate and pace learning experiences in the classroom” (Knight, 2009). The article includes checklists to be used by teachers to help guide the development of thoughtful guiding questions and also to identify learning proficiencies. The checklists enable teachers to analyze their questions and learning outcomes, which then creates the opportunity for teachers to make any necessary adjustments with either the guiding questions or learning proficiencies. Jim Knight also includes multiple examples of quick informal assessments. The assessment suggestions include activities such as think-pair-share, response cards, graphic organizers, gallery walks, and exit tickets. The majority of the quick informal assessments require little material preparation on the part of the teacher. Additionally, the article includes suggestions for using assessments effectively. Jim Knight has included suggestions and/or examples for each component of assessment development. Finally, teachers should revisit, reflect, and revise as needed. “After you have used a quick formative assessment and at the end of the unit, stop and consider how effective your questions, propositions, assessments, and use of the assessments were. Consider the following questions along with other questions you construct to help you get a rich understanding of what worked and didn’t work with your assessment for learning approach” (Knight, 2009). =====

Marzano, R. (2010). The Art and Science of Teaching/When Students Track Their Progress. Educational Leadership, 67(4). Retrieved from http://www.ascd.org/publications/educational-leadership/dec09/vol67/num04/When-Students-Track-Their-Progress.aspx

This article discusses the use of an instructional strategy for tracking student progress. Robert Marzano reveals his research conducted in 14 different studies to examine the percentile gain when students track their own progress. “On average, the practice of having students track their own progress was associated with a 32 percentile point gain in their achievement” (Marzano, 2010). This is a staggering gain in student achievement. Marzano goes onto discuss the use of rubrics and graphic visuals to optimize this instructional practice. The rubrics offer valuable information to both teachers and students. “First, the rubric provides a description of the levels of performance that the teacher expects of the students. Second, the graph provides a representation of each student's progression of learning. The combination of these two types of information produces the powerful effect” (Marzano, 2010). Rubrics provide specific information that can be used to identify student progress and achievement. Marzano describes the benefits of using a rubric instead of a point system. “Across the 14 studies, teachers obtained the best results when they scored assessments using a rubric instead of points” (Marzano, 2010). Finally, Marzano suggests the use of multiple types of assessments. Other assessments in addition to paper and pencil assessments are demonstrations, probes, observations, discussions, and student generated assessments.

Reeves, D. (2011). From Differentiated Instruction to Differentiated Assessment. ASCD Express, 6(20). Retrieved from []

This article proposes the concept of differentiated assessment. There has been extensive research conducted by various respected researchers regarding differentiated instruction. Douglas Reeves suggests applying this same process to assessment. High levels of motivation and engagement can be difficult for teachers to elicit from their students. Mr. Reeves outlines three necessary elements to insure motivation and engagement. “If we were to synthesize evidence on student motivation and engagement, there are three overlapping concepts that are essential: choice, power, and competence” (Reeves, 2011). These components must be combined in order for optimum effects in motivation and engagement. The article proposes offering students an assessment menu in lieu of the traditional approach to assessing student learning. “Differentiated instruction, in brief, begins with differentiated homework and assessment” (Reeves, 2011). In concurrence with assessment menus, Reeves suggest the use of a point system. The teacher can give an overall point value, and students then have the opportunity to accumulate the points in a variety of ways based on the assessment menu. This approach provides choice and empowers students to choose methods for demonstrating their understanding. “Differentiated assessment is certainly not a mechanism for lowering expectations for students. Rather, it is a strategy to encourage every student to meet the same rigorous standards in different ways” (Reeves, 2011).

Sternberg, R. (2007). Assessing What Matters. Educational Leadership, 6(4). Retrieved from []What-Matters.aspx

This article proposes a model that can be used to develop worthy learning assessments. Robert Sternberg his personal experience regarding knowledge and assessment as a psychology student. Based on his experience and research he suggests teachers should develop assessments that not only assess school skills, but life as well. Sternberg poses the question what should be assessed. “We should also assess in ways that can help students develop the skills they need for success in school and life” (Sternberg, 2007). The model proposed in the article is called WICS. “The model that underlies our assessments is called WICS, which is an acronym for wisdom, intelligence, and creativity, synthesized” (Sternberg, 2007). Each aspect of the model is explored in detail to illustrate the need for all three components to be thoughtfully applied to the development of authentic assessment. Sternberg describes the need for rubrics, and the need for broader assessments. “Traditional assessments provide little help to students in learning how to capitalize on strengths and compensate for or correct weaknesses. They measure only narrow bands of skills. Broader tests can give broader ranges of scores and help students see where they have mastery and where they need to improve” (Sternberg, 2007).

Practical Assessment, Research & Evaluation

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This was a peer reviewed article. This article was based off of the No Child Left Behind Act. A common method to improve student achievement is the use of formative assessments. They are used to improve both the teachers’ practices to help those students who are performing at a lower standard than they should. This study used a “data driven decision-making” practice to conduct the studies. Several years’ worth of literature was used in determining the outcome. This articles gives a great flow chart on the practical model for a system of assessment and evaluation. Based on the findings of the various research it states that to use these assessments productively the users must follow certain conditions to reach these marks.

Dunn, K. E., & Mulvenon, S. W. (2009). A critical review of research on formative assessment: The limited scientific evidence of the impact of formative assessment in education. Practical Assessment, Research & Evaluation, 14(7), 1-11.

Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. []

This was a great read. This article talks about rethinking formative assessments. It talks about how there has been a shift in the way teachers educate the students and if formative assessments are really that good for them to use. They list several problems that they feel can hinder the results of the students assessments just having the assessments in the hands of the teachers. They also talk about the conceptual model of processes of self-regulation and internal feedback. Something that also caught the attention was the seven principles of feedback listed. It broke all seven down with a very thorough definition and examples of each one. This is something we could all try in our classrooms.

David J. Nicol & Debra Macfarlane‐Dick (2006) Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice, Studies in Higher Education, 31:2, 199-218, DOI: 10.1080/03075070600572090

Using Formative Assessments to Individualize Instruction and Promote Learning []

This article talks about defining the assessments and how the accountability works for each assessment. It lists items like criteria and goal setting, observations, questioning strategies, self and peer assessment, and student record keeping as instructional strategies that can be used. There is also a small little paragraoh on how to balance assessments. The main focus of this article is on formative assessments. It does talk a little about summative assessments but it really concentrates on the adjustments of formative assessments.

Kaftan, J. M., Buck, G. A., & Haack, A. (2006). Using Formative Assessments to Individualize Instruction and Promote Learning. Middle School Journal, 37(4), 44-49.

Research Summary: Formative Assessment Practices in Successful Middle Level Classrooms

Strahan, D., & Rogers, C. (2012). Research summary: Formative assessment practices in successful middle level classrooms.

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This research summary discussed connecting assessment to instruction. They modeled Black and Williams five strategies which were:


 * 1) Clarifying and sharing learning intentions and criteria for success.
 * 2) Engineering effective classroom discussions and other learning tasks that elicit evidence of student understanding.
 * 3) Providing feedback that moves learners forward.
 * 4) Activating students as instructional resources for one another.
 * 5) Activating students as the owners of their own learning.

Once they were through conducting there surveys the applied different types of feedback. They used written feedback and assessment conversations. What they found was that successful assessment conversations incorporate two central elements: A. Clarifying learning goals, B. Collecting/eliciting information: questioning. They did suggest that teacher’s questions should be open-ended and try to tap into diverse types of knowledge.

==== Seungcheol, L., et. al. (2011). The relationship between communication climate and elementary teachers’ belief about alternative assessment. Journal of Pacific Rim Psychology. 5: 11-18. ==== ==== []  ====

==== This research article examines the effects of an open communication climate, support from admin, and beliefs about the effectiveness of alternative assessment. The authors believe that the implementation of alternative assessment cannot be successful without teachers’ confidence in its effectiveness over traditional methods. They use the term alternative assessment as an umbrella term for a variety of nontraditional assessment methods and techniques; such as, open-ended responses, classroom observations, portfolios, performance exams, essays, and group projects. The participants were 662 teachers from seventy-five elementary schools that in Korea. Their results showed that teachers at a school with more open communication and a supportive administration for alternative assessments their belief in the effectiveness of it was higher as well as the implementation of it. ====

 Morris, D., et. al. (2011). Validating craft knowledge. Elementary School Journal. 112(2): 205-233.
==== http://libproxy.library.unt.edu:2063/ehost/pdfviewer/pdfviewer?sid=1be38612-4427-4c38-91a4-5b569e975581%40sessionmgr4002&vid=2&hid=4205 ====

==== This research article examines the informal reading assessments. This was a longitudinal study that investigated the children’s performance on several of the informal reading and spelling tasks from when they were in second grade to sixth grade. The purpose of this investigation was to see if these informal reading assessments were effective in helping the teachers to accurately describe the students reading ability. Each year they measured isolated word recognition, oral reading accuracy, reading comprehension, reading rate, and spelling. Their results were unclear and they suggested further testing. They did find that informal testing had many interpretations; yet, when they are carefully administered they could provide reliable results. ====

 Roskos, K., Neuman, S. (2012). Formative assessment: Simply, no additives. Reading Teacher 65(8): 534-538.
==== http://libproxy.library.unt.edu:2063/ehost/detail?sid=19faf106-bad5-4a80-ad1b-1bfb10fa8031%40sessionmgr110&vid=1&hid=116&bdata=JnNjb3BlPXNpdGU%3d#db=tfh&AN=74690787 ====

==== This journal article shares how to use formative assessment in reading comprehension students. Roskos and Neuman discuss how using formative assessments in reading teachers are more mindful of gaps in their classroom, looping back after assessment to reteach, having students take ownership in their learning, and that it should be used in their daily activities. The authors share how to embed formative assessment in “real time” during your reading instruction in your classroom. They strongly suggest that teachers need to plan for their formative assessments. They discuss how each reading lesson should put basic learning activities at the center of the formative assessment process, embed key concepts and skill in the lesson activity, know ahead of time how to determine the level of success, and plan for assessment during instruction. Roskos and Neuman state that for teachers to be successful with formative assessments and for it to be effective they need to create a learning culture in their classroom. ====

==== Chueachot, S., et. al. (2013). The development of an assessment for learning model for elementary classroom. International Educational Studies. 6(9). ==== ====<span style="color: #333333; font-family: arial,helvetica,sans-serif;"> []  ====

====<span style="color: #333333; font-family: arial,helvetica,sans-serif;"> This research article looks at the components of the assessment for learning (formative assessment) for elementary students and discusses the overall results of the quality of the assessments. The authors believe that students who are exposed to the assessment for learning model will have higher learning achievements, higher self-efficacy, and higher self-regulated learning because of their experience with it. Their results they found when working with 107 fifth graders was accurate with what they believed. ====

====<span style="color: #333333; font-family: arial,helvetica,sans-serif;"> Hale, A., et. al. (2010). An investigation of silent versus aloud reading comprehension of elementary students using Maze assessment procedures. Psychology in the Schools. 48(1): 4-13. ====

<span style="color: #333333; font-family: arial,helvetica,sans-serif;"> []
====<span style="color: #333333; font-family: arial,helvetica,sans-serif;"> This research article examines the relationship between oral reading fluency, silent reading comprehension, aloud reading comprehension, and overall reading achievement to determine if they are accurately assessing the students’ reading ability. There were eighty-nine first or second grade students who participated in this study. From their research they discussed how general reading tests given to the whole class do not always give the most accurate information of what the students know. They found both benefits and limitations with assessing students’ reading skills under aloud and silent reading modes. However, suggest that actually hearing the students read aloud will give the teacher more information that will help guide them in designing lessons and interventions for the students’ individual needs. ====

<span style="color: #333333; font-family: arial,helvetica,sans-serif;">** Dissolving the Line between Assessment and Teaching **
http://libproxy.library.unt.edu:2063/ehost/pdfviewer/pdfviewer?sid=d4430d1c-b186-4acd-b5de-5cad8fdb80a5%40sessionmgr113&vid=16&hid=115

McNamee, G. D., & Chen, J. (2005). Dissolving the Line between Assessment and Teaching. Educational Leadership, 63(3), 72-76.

There are two forms of assessment that are included in this article: assessments of learning and assessments for learning. Assessments of learning include state assessments, or one-time, all encompassing assessments meant to gauge a student’s full spectrum of learning, and are summative in nature. Assessments for learning include more formative types of assessment, such as observation, and how they relate to standards, key concepts or skills. These assessments are ongoing and repeated as often as the teacher needs to keep track of a student’s learning. McNamee and Chen discuss a form of teaching for learning referred to as the Bridging Assessment Process. This process includes detailed rubrics and recording sheets for all of the activities included on the spectrum and also suggestions for teachers on how to elaborate on students’ learning. The details of the process is discussed in detail and includes a sample bridging assessment learning profile. These rubrics help the teacher by giving specific information about where their students are and where they are headed on the continuum.


 * The Assessment Maze: Making Instructional Decisions about Alternative Assessments for Students with Disabilities **

[|http://libproxy.library.unt.edu:2063/ehost/detail?vid=32&sid=d4430d1c-b186-4acd-b5de-5cad8fdb80a5%40sessionmgr113&hid=4110&bdata=JnNjb3BlPXNpdGU%3d#db=eric&AN=EJ593092]

Daniels, V. I. (1999). The Assessment Maze: Making Instructional Decisions about Alternative Assessments for Students with Disabilities. Preventing School Failure, 43(4), 171-78.

Outlines different alternative assessments that can be used to provide a framework of a students’ individual educational needs, as opposed to standardized testing that assumes all students’ have the same knowledge. The assessments addressed includes the portfolio assessment, performance-based assessment, authentic assessment, curriculum-based assessment, and the criterion-referenced assessment. One of the greatest challenges for educators is deciding which alternative assessment to use. Daniels provides general guidelines for teachers to consider as they decide the use of alternate assessment measures. While assessing a student with disabilities’ progress, teachers should reassess learning goals and objectives and adjust curriculum measures to address any struggles. Additional opportunities to show progress should be included. Alternate assessments provide teachers with authentic information on which learning objectives a student is showing as a strength and also identify weaknesses.


 * Back To The Future: Reclaiming Effective Mathematics Assessment Strategies **

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Kulm, G. (2013). BACK TO THE FUTURE Reclaiming Effective Mathematics Assessment Strategies. Middle Grades Research Journal, 8(2), 1-10.

In this article, Kulm concludes that educators and curriculum specialists have lost the true intended purpose of assessments and have instead focused on the test for accountability purposes, funding or international comparisons. This has lead to a distorted view on assessment, leading to constraints on curriculum to include only content that is easily tested. Kulm defines assessment as primarily finding out what students know, think and are able to do with the secondary purpose being to assign grades or other values of understanding. The author feels that high-stakes testing is failing to address the needs of teachers, parents or students in the mathematics classroom, and instead has “allowed those who are far removed from the classroom to influence teaching and assessment in ways that are counter to research results and best practice”. However, the meaning and purpose of assessments can be “reclaimed”. Kulm resurfaces an old project in which he published in the book, Mathematics Assessment: What Works in the Classroom where he identifies new assessment strategies that would work to improve problem solving and student-centered instruction. Kulm reviews alternate assessment in mathematics classrooms, performance assessment, informal classroom assessment, and classroom discourse and questioning as proficient strategies used to assess student understanding.


 * Teachers’ Beliefs about Classroom Assessment and their selection of Classroom Assessment Strategies **

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Thomas, M. (2012). Teachers' Beliefs about Classroom Assessment and their selection of Classroom Assessment Strategies. Journal Of Research & Reflections In Education (JRRE), 6(2), 103-112.

Teachers need to be educated and skillful in making and applying classroom assessment, however, studies show that many teacher education programs do not offer any training in classroom assessment design. Although classroom assessment promotes learning, teachers are spending a ton of what would be quality instructional time on assessment-related activities. These high-stakes assessments are used to determine the quality of schools, teachers and students. Therefore, teachers are forced to change their instructional style making summative assessments overused and used primarily for grading students. This research compares beliefs of trained and untrained middle and secondary school teachers about classroom assessment, and whether they believe in traditional, teacher-centered assessment techniques or alternative, student-centered assessment strategies.


 * Knowing and Doing: What Teachers Learn from Formative Assessment and How They Use the Information. **

[|http://libproxy.library.unt.edu:2063/ehost/detail?vid=58&sid=b1a91175-261d-419e-af4e-74639ca180b2%40sessionmgr4001&hid=115&bdata=JnNjb3BlPXNpdGU%3d#db=eric&AN=ED522825]

Frohbieter, G., Greenwald, E., Stecher, B., Schwartz, H., & National Center for Research on Evaluation, S. (2011). Knowing and Doing: What Teachers Learn from Formative Assessment and How They Use the Information. CRESST Report 802. National Center For Research On Evaluation, Standards, And Student Testing (CRESST).

This study addresses the use of formative assessment and explores the different strategies and forms of formative assessment systems teachers are using. It also addresses how teachers are using these formative assessments and the information gained from them. The author explains the definitions and common uses of formative assessment in detail. This study helps to answer the following questions: (1) What types of info do middle school math teachers acquire about students from a variety of types of formative assessment? (2) How do middle school math teachers use the info provided by these assessments to improve teaching and learning? (2) Is there a relationship between the features of the formative assessment and either the information provided or how the information is used?

Liu, O. L., Bridgeman, B. & Adler, R.M. (2012). Measuring learning outcomes in higher education: Motivation matters. //Educational Researcher, 41//(9), 352-362. Retrieved from [|www.ets.org/Media/Research/pdf/SPOTLIGHT9.pdf]

Abstract This research of statistical evidence on the outcomes of assessment were used to measure the learning gain or value-added from instruction. This research primarily focused on students from three different states who were in some sort of higher education institute. The learning gain or value-added idea was self-reported on motivation and test scores. Three groups: control, personal condition, and institutional condition were developed to improve the validity of all the results. Through the statistical information the authors found a correlation between the motivations of students to the impact of their test scores. They also found that there was a correlation between the motivation to the type or format of testing.

// Keywords: // research, learning gain, motivation

<span style="display: block; font-family: Arial,sans-serif; font-size: 1.3em; vertical-align: baseline;">Formative Assessment: Simply, No Additives <span style="color: #227744; display: block; font-family: Arial,sans-serif; font-size: 14px; vertical-align: baseline;"> Roskos, Kathleen; Neuman, Susan B. Reading Teacher, v65 n8 p534-538 May 2012 <span style="color: #222222; display: block; font-family: Arial,sans-serif; font-size: 14px; vertical-align: baseline;"> Among the types of assessment the closest to daily reading instruction is formative assessment. In contrast to summative assessment, which occurs after instruction, formative assessment involves forming judgments frequently in the flow of instruction. Key features of formative assessment include identifying gaps between where students are and where they need to go in their reading development; creating feedback loops that provide information about changes in performance gaps; involving students in meaningful, productive self-assessment; and charting from point A to point B to shape, mold, form reading development in the desired direction. Implementation involves developing a set of basic reading activities with clear success criteria and cultivating a learning-oriented culture in the classroom where students are willing to persist at improving their knowledge and skills. Effective formative assessment in reading instruction calls for knowledgeable teachers who are willing to develop and hone their assessment skills and practices in daily reading instruction.

<span style="color: #222222; display: block; font-family: Arial,sans-serif; font-size: 14px; vertical-align: baseline;"> This article is simplified and does not take any issues into consideration. I look at it as a "nutshell" view of formative assessment, giving a basic idea of what it is, The article gives a definition and some examples of effective formative assessment when it comes to reading development.

<span style="color: #222222; display: block; font-family: Arial,sans-serif; font-size: 14px; vertical-align: baseline;"> Formative Assessment: A Critical Review Bennett, Randy Elliot Assessment in Education: Principles, Policy & Practice, v18 n1 p5-25 Feb 2011 This paper covers six interrelated issues in formative assessment (aka, "assessment for learning"). The issues concern the definition of formative assessment, the claims commonly made for its effectiveness, the limited attention given to domain considerations in its conceptualisation, the under-representation of measurement principles in that conceptualisation, the teacher-support demands formative assessment entails, and the impact of the larger educational system. The paper concludes that the term, "formative assessment", does not yet represent a well-defined set of artefacts or practices. Although research suggests that the general practices associated with formative assessment can facilitate learning, existing definitions admit such a wide variety of implementations that effects should be expected to vary widely from one implementation and student population to the next. In addition, the magnitude of commonly made quantitative claims for effectiveness is suspect, deriving from untraceable, flawed, dated, or unpublished sources. To realise maximum benefit from formative assessment, new development should focus on conceptualising well-specified approaches built around process and methodology rooted within specific content domains. Those conceptualisations should incorporate fundamental measurement principles that encourage teachers and students to recognise the inferential nature of assessment. The conceptualisations should also allow for the substantial time and professional support needed if the vast majority of teachers are to become proficient users of formative assessment. Finally, for greatest benefit, formative approaches should be conceptualised as part of a comprehensive system in which all components work together to facilitate learning. (Contains 11 notes, 1 table, and 1 figure.) This article, unlike the one above, addresses issues that arise with formative assessment, including its definition, and calls for content based studies and examples, more professional development, and an acknowledgement of limitations. <span style="display: block; font-family: Arial,sans-serif; font-size: 1.3em; vertical-align: baseline;">Formative Assessment Jump-Starts a Middle Grades Differentiation Initiative <span style="color: #227744; display: block; font-family: Arial,sans-serif; font-size: 14px; vertical-align: baseline;"> Doubet, Kristina J. Middle School Journal (J3), v43 n3 p32-38 Jan 2012 <span style="color: #222222; display: block; font-family: Arial,sans-serif; font-size: 14px; vertical-align: baseline;"> A rural middle level school had stalled in its third year of a district-wide differentiation initiative. This article describes the way teachers and the leadership team engaged in collaborative practices to put a spotlight on formative assessment. Teachers learned to systematically gather formative assessment data from their students and to use that data to differentiate instruction to meet the needs of their diverse student body. This article details how formative assessment can be used to launch differentiation methods and strategies. I have personal experience with this method in the elementary level. We use formative data tracking (every 3 weeks; via Excel spreadsheet; the grades do not get entered into the gradebook) to shape our future instruction for the remaining 3 weeks. This helps to ensure mastery before moving on to the next set of standards. =<span style="color: #333333; font-family: arial,helvetica,sans-serif;"> Related Video Links = Assessment video with Rick Wormeli []

Formative Asessment []

Unpacking Formative Assessment [] Hamilton, S. (2010). Assessment-based instruction. U.S. Army Medical Department Jounal, 00, 63. Retrieved November 10, 2013, from the Gale database.

Informative video on the foundations of assessments []