Running

head: LITERATURE REVIEW

Literature Review of the Article
Maximizing the Effective Use of Formative Assessments
TED 690
Dario Workman
National University

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Abstract

This paper will briefly discuss a review of the article Maximizing the Effective

Use of Formative Assessments, by Nancy B. Riddell. Additionally, this paper will

contain a general synopsis of the elements contained within the article, as well as an
analysis of the content discussing how the findings within the article could be
applied to instructional methodologies used in the classroom.

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Summary

The article begins by reflecting on the importance placed on the teachers ability
to collect tangible evidence of student content mastery. A brief anecdotal experience is
shared regarding the authors experience with a second grade science class and how the
students of that class were capable of presenting evidence of content mastery. The author
continues by discussing the importance of determining which methods of collecting
evidence are suitable for the various ability levels experienced, as well as the extensive
difference between formative assessments given at the elementary level in relation to
higher levels.
The article proceeds to discuss a meta-analysis conducted by Bangert-Drowns,
Kulik, and Kulik (1991), in which 29 studies were analyzed, strongly supports the idea
that student academic achievement is directly correlated to the number of formative
assessments given (Riddell, 2016, pg. 64). This notion is elaborated upon by the
authors caveat that student feedback must be focused on the quality of work or concept
to be mastered, not on grades or scores which set up student comparison and devalues the
formative assessment process (pg. 64). The author concludes this line of thinking by
giving a brief definition of the concept of what researchers (Fisher and Frye, 2007)
consider a formative assessment. In short, a formative assessment is a systematic
process to continuously gather evidence and provide feedback about learning while
instruction is under way.
The article then proceeds to discuss various activities that can be implemented
during various times of instruction, which the author describes as checking for
understanding (Riddell, 2016). According to Riddell, these activities, or techniques, can

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take place at any time; before, during, and after the lesson. The article concludes with
a reflection upon the anecdote given earlier, and summarizes by relating, when students
receive validation and affirmation of their learning from multiple sources in a variety of
ways, thy gain confidence and self-efficacy related to their ability to learn and master
concepts (Riddell, 2016).
Analysis
The anecdote of the second grade classroom was an effective means to establish
what exactly a teacher might look for when giving a formative assessment. In this
particular example, students were examining an actual flower, rather than a photograph of
a flower. Students were then asked to give feedback to the teacher using what the
students smelled, saw, felt, etc. This example of feedback can provide a greater quality
of assessment for the teacher in that students can actually experience the various qualities
of the flower. In turn, this deeper understanding of the flower will produce more
opportunities for the students to create tangible evidence of content mastery (i.e. Which
part of the flower might smell the sweetest?).
When considering the various examples of formative assessments provided in the
article, this candidate is reminded of various techniques used in the secondary
classrooms. One activity listed by the author was titled think-pair-share. This is a
similar activity used in the secondary classroom, which has been found to be an effective
avenue for group collaboration. Additionally, the concept of informal (not scored) versus
formal (scored) described by the author was very helpful. Determining which
assessments should be graded has been a difficult skill to grasp and knowing that there is
flexibility regarding these two types of formative assessments has been quite beneficial

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for this candidate. It was particularly helpful to consider the fact that research suggests a
correlation between student achievement and the number of formative assessments given
(Riddell, 2016). Additionally, the notion that student feedback should concentrate on the
quality of work or concept to be mastered, rather than on grades or scores is an important
factor that this candidate believes will improve the quality of formative assessments
given during instructional time.

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Reference

Riddell, N. B. (2016). Maximizing the effective use of formative assessments. Teacher

Educators' Journal, 9, 63-74. Retrieved from EJ1095639