Reflection:

I have just collected the last consent form from the teachers that have agreed to participate in my research study. I’ve been evaluating what information I am going to use to relay the importance and relevance of using formative assessments to drive teacher instruction. This article resonated the importance of using formative assessments within a classroom to improve student achievement. This is an article that I can use as a resource to explain to my participants the reasons for implementing classroom assessments within their classrooms. I’m hoping that my participants begin implementing my material soon so that I can begin collecting and analyzing the data. Proof of the effectiveness of assessments is critical.

Classroom Assessment & Grading That Work

Marzano, R.J. (2006). Classroom assessment and grading that work. Association for Supervision & Curriculum Deve. Retrieved from http://www.ascd.org/publications/books/106006/chapters/The-Case-for-Classroom-Assessment.aspx

In this book, Robert Marzano discusses the importance of formative classroom assessments. He refers to several methods that have been used to increase student achievement such as schedules, teacher/student ratios and the use of technology. He mentions that the most important variable in student learning and achievement stems from the effectiveness of the teacher. He states, “An effective teacher enhances student learning more than any other aspect of schooling that can be controlled” (Marzano, 2006). This is such a powerful statement. It exemplifies how imperative it is to have effective teachers for student learning. He explains that one of the most effective tools that a teacher has at their disposal are classroom assessments. As I mentioned in other blogs, formative assessments are successful in student learning because the teacher can immediately modify or alter their lessons based on the mastery level of her students. By using formative assessments, it gives a snapshot of where the students are and where the gaps lie in their understanding or basic knowledge of a specific subject. Formative assessments are a tool that can be utilized to increase the success rate in student achievement because they are the doors to observing where our student’s needs are most prevalent.

Reflection:

Each grade level team has meetings with the RtI coordinator twice a month to discuss the students in our class that need additional help. This article made sense in that assessments give a clearer picture of where our kid’s needs are. We can take the data that we collect from these assessments and modify our instruction. By using assessments, teachers can pinpoint students that need the most immediate help.

Baseline assessments can also be used to motivate the students. The teacher and student can discuss their scores and together work on a goal that the student can work towards. In this manner, they have a reason to strive for achievement.

Formative Assessment Techniques to Support Student Motivation and Achievement

Cauley, K. M., McMillan, J. H. (2010). Formative assessment techniques to support student motivation and achievement. The Clearing House, 83(1), 1-6. Retrieved from http://www.greatschoolspartnership.org/wp-content/uploads/2014/01/FormativeAssessmentTechniques+Motivation.pdf

As I look for different types of sources for my research project, I strive to find information that relates to assessments and student achievement. It is imperative that I clearly relay the importance of assessments and how it is related to student success. In this article, the author states that research has shown that students that pursue mastery of the gaps shown through assessments, exhibit a use of deeper cognitive strategies and tend to utilize, more often, background knowledge to solve problems (Anderman, Austin, and Johnson, 2002). In using baseline assessments, the teachers can also include the students in setting their own goals based on their scores. Together they can set a goal that the student can strive for. Using these assessments can give teachers a clearer understanding of the gaps, and direct them in their teaching method. They can modify their plans to meet the needs of the students; in this manner students are not left with a feeling of hopelessness (Cauley, k., Mcmillan, J., 2010).  It is important that teachers have baseline classroom assessments in order to get a picture of where their student’s needs may lie.