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Cate Britton
ED-638
Fall 2018
Professor Ingrid Ellinger-Doviak
Formative assessments and standards are words that initially intimated me. I know how
much we rely on these two topics and there are certain do’s and don’ts. I was aware that the goal
of these assessments is to monitor and track where the students are and if the teacher must re-
teach the material. In my opinion, this process should not only be student centered and involved
but one that is very reflective. If we are giving these assessments, I do believe it is our job to
make them meaningful for the student and that the outcome should be discussed with the student.
Rather than making them feel nervous or anxious that they are going to be “tested” we should
take this as an opportunity to confer with students and see where they may be struggling or
excelling. I enjoyed that this article outlined the positive and negatives of these terms and truly
clarified what steps need to be taken for assessment and standards to truly work.
This article hit the nail on its head right from the beginning. It shows an in-depth picture
of what teachers are experiencing day in and day out. Black and Wiliam (2010) discuss how
“Teachers have to manage complicated and demanding situations, channeling the personal,
emotional, and social pressures of a group of 30 or more youngsters in order to help them learn
immediately and become better learners in the future” (p.1). How are we as teachers able to
achieve such a task when we truly do not even know how to tackle it. The notion of the “black
box” is quite interesting because I feel that we tend to ignore it due to the fact that we do not
know what it contains. Education, teaching and standards are tricky because for the most part,
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we as educators are not given the necessary tools or guidance. The districts and schools have this
ideal mindset of how a classroom should be run and that all teachers should have high test scores
and amazing student outcomes. Sadly, this just is not the case and especially not in areas that do
not have the resources to support this ideal. I found it particularly interesting when the article
said how “Second, it seems strange, even unfair, to leave the most difficult piece of the
standards‐ raising puzzle entirely to teachers” (Black and Wiliam, 2010, p.2). This definitely
supports what I had said above, and it makes me wonder why this is still put all on the teachers.
If these authors are showing us that this is not something that can simply be achieved by teachers
As the article progressed, Black and Wiliam (2010) discussed how formative assessment is
“at the heart of effective teaching” and that it can aid in upping standards (p.2). This type of
assessment is something that allows teachers to pin point where the student is and helps us as a
teacher to recognize what we need to re-teach or if we can move on. If 80% of the class got it but
the other 20% didn’t. This gives the teacher the opportunity to pull small groups or work
individually with students. From experience, I have seen that these assessments can be given in
different forms such as exit slips, think-pair-share or giving a 3-2-1. These formative assessments
are great check in points to see what information was confusing to the student or what they fully
comprehended. I love the idea of the 3-2-1 reflection because it allows the student to give 3
things they learned, 2 things they were stuck on and 1 thing they were wondering. Removing the
“test” aspect of an assessment is something that all teachers should aim for. It was nice to also
see the relation of this article to many of the points Alfie Kohn discussed. Especially the idea
surrounding what grades and tests do to students. Black and Wiliam (2010) also state how some
students “who encounter difficulties are led to believe that they lack ability, and this belief leads
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them to attribute their difficulties to a defect in themselves about which they cannot do a great
deal” (p.6). This quote is so profound because it made me realize that we must stray away from
traditional teaching styles and methods that instill fear in the student. Learning should be
engaging, inquiry based and exciting. If we can at least start there and show students that these
assessments are meant to help and not hurt, they would be less reluctant to form these other
Furthermore, I was so happy that this article discussed self-evaluation. Black and Wiliam
(2010) discussed how “if formative assessment is to be productive, pupils should be trained in
self‐assessment so that they can understand the main purposes of their learning and thereby grasp
what they need to do to achieve” (p.7). I love the idea surrounding self-assessment. It allows the
students to open up and truly analyze themselves. can see where they struggle or where they
excel. They can explain it through their experience and own eyes. This foster a sense of
independence and ownership of their individual learning. Reflection is key for both students and
teachers. The self-assessment would allow the teacher to get a better sense of WHO the student is
and HOW they learn- It reminds me of the gradual release of responsibility model. I do think that
the teacher still should be conferring and listening to the students. Additionally, I whole heartedly
agree with giving students goals based on their learning. I think this is something that motivates
and drives the student to want to learn and give them a sense of joy. Black and Wiliam (2010)
further this notion by explain “Thus we maintain that opportunities for pupils to express their
understanding should be designed into any piece of teaching, for this will initiate the interaction
through which formative assessment aids learning” (p. 7). Once we have seen that a student has
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grasped a topic or is beginning to see where they need help, is when the true learning truly has
occurred.
collaborative effort. It should not be solely on the teacher to get this done and the teachers need
support from their superiors and especially the government. As teachers, we are tasked with so
many things and responsible for student success. The support aspect would show teachers that
these individuals have their back and are willing to help in any way possible. On the other hand,
it is up to the teachers and students to utilize formative assessment and reflect on the learning
that is occurring in the classroom in order for certain changes to be made. In this day and age, the
classroom should consistently be student centered and a place where they begin to take control of
their learning. It is the teachers job to lay the foundation for the students, teach them the skills
and work with them to improve or excel. It is the students job to begin to take control of their
learning and work towards the goals that are set in place to ensure for ultimate success and allow