Running head: LITERATURE REVIEW 1

Literature Review

Bailey Austerman

TED 690- Professor Weintraub

National University
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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.
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Assessing Student Learning

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

how we teach children.

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

communication abilities that twentieth century assessments disregarded.

Earls’ text challenged my instruction abilities and caused me to reflect on my

instructional practices. Whether it is a ticket out the door that causes students to ponder complex

questions or a digital questionnaire that allows my students to reflect on previously taught

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
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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

adjustment that takes instruction practices to the next level.

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References

Earl, L. M. (2013). Assessment as Learning: Using Classroom Assessment to Maximize Student

Learning (2nd ed.). Corwin.