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Literature Review
Bailey Austerman
National University
Literature Review 2
Abstract
A frequently occurring conversation within twenty first century teaching is the measuring
of student learning and its effectiveness. Instructors often reflect on assessments and if it truly
measures student learning. The following literature review analyzes the assessment of student
learning in the classroom and discusses effective tools for twenty-first century assessments.
Literature Review 3
Delivering instruction that is engaging and utilizes the best practices to support all types
of learners is crucial to the success of a classroom. However, if we are not using accurate
assessment techniques, then how do we know that we are providing the best instruction to our
students? Lorna Earl in her text Assessment as Learning discusses techniques that maximizes
student learning within the classroom. Earl addresses the fact that realm of education has
changed dramatically in the last decade and as a result assessment must change in tandem with
Earl argues, “there is no single activity called “classroom assessment”” (2). The concept
of adaptable and fluent assessments is a relatively new idea to the educational world. Similarly,
the concepts of formative and summative assessments are innovative takes on the standard
question and answer tests. In today’s classroom formative and summative assessments are taking
place in a variety of ways. Whether it is a Pear Deck measuring tool where students can answer
assessment style questions during instruction or a Socratic seminar that measures student
learning at the conclusion of a unit, instructors are using tools that assess students on a variety of
levels. Modern assessment tools incorporate creativity, collaboration, critical thinking, and
instructional practices. Whether it is a ticket out the door that causes students to ponder complex
material, I want to assign assessments that correctly measure student learning throughout a unit.
Earl works to provide teachers “with some alternative perspectives and beliefs about the role that
Literature Review 4
classroom assessment can play in the daily working of schools and classrooms” and “with real
examples of how teachers are making assessment work to enhance student learning” (5).
Using Earls’ reflections and the information that I have compiled on my Professional
Development Quest Portfolio, I am using the learning to take a good look at the assessment tools
that I am currently using. Are they accurately measuring student learning? Can they be modified
to support all types of students? Are the formative assessments preparing students to perform on
a summative assessment? These are just a few questions that I am applying to assessments that
are currently in place. Adjusting assessments and incorporating a wide variety to fit the learning
needs of my students will allow them to be successful in the classroom. It is that style of
References