Running Head: SUPPORTING ARTICLE REVIEW 1

Assignment 4: TPE Domain B

Artifact #3: Supporting Article Review

Heather Martinez

National University

In partial fulfillment of the requirements for

TED 690−Capstone Course

Carol M. Shepherd, Ed.D.

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Abstract

This paper contains a review of Assessment: The Bridge Between Teaching and Learning by

Dylan William and includes personal reflection on how the information contained within the

article relates to California Teaching Performance Expectation Domain B: Assessing Student

Learning.
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This article begins with the simple acknowledgement that students do not, in fact, learn

everything we teach. Despite careful planning and considerations, not every student will connect

with the material presented in class. Assessments are, then, the only way to truly measure the

learning progress of our students and our own efficacy as teachers. “Assessment really is the

bridge between teaching and learning.” (William, D., 2013, p. 15) As a new teacher, on-going

assessments are particularly important, as I am still developing my skills as an instructor.

Assessments are one way I can gain feedback on the effectiveness of my instruction and my

curriculum creation.

The concept of formative assessments has gained traction in the field of education as they

provide a way to continually monitor student progress towards stated academic learning goals

and benchmarks. The article, however, asserts that “the term formative should apply not to the

assessment but to the function that the evidence generated by the assessment actually serves.”

(William, D., 2013, p. 15) This is to say that the format of an assessment does not automatically

designate it as a formative assessment. Instead, how the results of the assessment are utilized in

the classroom determine the designation. As such, the author creates a number of strategies

which comprise true formative assessments.

The first of these strategies is learning intentions. Clearly communicating learning goals

in advance of new lesson plans is one way that teachers can ensure students are aware of

intention behind upcoming activities. Additionally, teachers must clearly communicate their

concept of quality work, so that students have a comprehensive understanding of expectations

required for success in each lesson. It is necessary for students to “hold a concept of quality

roughly similar to that held by the teacher [and be] able to monitor continuously the quality of

what is being produced during the act of production itself.” (William, D., 2013, p. 16) In my
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Kindergarten classroom, this is accomplished by large posters posted throughout the room

demonstrating five-star work, which serve as visual models of my expectations from which they

can model their own work. These posters are continually referenced in order to reinforce

students’ understanding of these expectations.

The second strategy involves eliciting evidence of learning. While collecting evidence of

learning is an inherent aspect of assessment, the quality of this evidence and how the teacher

plans to utilize this information is an important consideration. Assessments become formative

when the teacher includes “a plan of action about what to do with the evidence before it is

collected.” (William, D., 2013, p. 17) Formative assessments collect evidence of learning which

are immediately acted upon. Whether through re-teaching, clarifying, or simply confirming, the

teacher must act upon these results before moving forward with their instruction.

Feedback to students is another important strategy in formative assessment. However, it

must be noted that there should never be one single format for feedback. Feedback must consider

the relationship between student and teacher, the emotional stability and maturity of the student,

and whether the feedback will motivate the student to either improve or give up. “Ultimately, the

only effective feedback is that which is acted upon.” (William, D., 2013, p. 17) Regardless of

how the feedback is presented to the student, the teacher’s incorporation of the evidence

provided through formative assessments ultimately leads to student success.

Students can be effectively included in their own assessment process. Whether through

collaborative assignments or peer review, students often motivate each other to improve their

performance. Additionally, students must take responsibility for their learning, believe in their

ability to learn and conquer the academic challenges they face in the classroom. Overall, it is
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important to acknowledge that successful assessments do not attend to “what the teacher is

putting into the instruction but to what the students are getting out of it,” for this is what “has

increased both student engagement and achievement.” (William, D., 2013, p. 17)
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References

William, D. (2013) Assessment: The bridge between teaching and learning. Retrieved from:

http://cccc.ncte.org/library/NCTEFiles/Resources/Journals/VM/0212-

dec2013/VM0212Assessment.pdf