Assignment 3 CTED 0635

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Running Head: CONNECTING CRITICAL THINKING 1 Connecting Critical Thinking and the Formative Assessment Ralph A. Rogers University of Maryland Eastern Shore

Running Head: CONNECTING CRITICAL THINKING 2 Connecting Critical Thinking and the Formative Assessment The topic I have chosen to explore is “connecting critical thinking and the formative assessment”. The following is an excerpt from the first assignment. By using the informal style of formative assessment, a teacher can glean information through “observation or oral questioning”. A teacher can also use a more formal assessment such as homework, flashcard, exit cards, and student surveys to get an idea of where a student skill set is. A positive to this method of assessment is that a teacher can consistently mover toward improving the culture of learning within the classroom. To do this McCarthy suggest that one should always be assessing themselves as well as the students. During this process one should intentionally think of ways to add critical thinking questions to a lesson. The author suggest using a process which includes backwards mapping to create “short cycle assessments organized for results and expectations” (Moore B., 2010). A positive to this method is a teaching can develop pacing that coincides with what a student may have learned. A teacher can also take the data from the formative assessments to improve future lessons and make them more authentic for the students. The author also notes that formative assessment combines with critical thinking produces better achievement in students than other forms. A negative is some of the choices educators have to make when determining which formatives assessments should be implemented (Sharkey N., 2006). As a result when an educator is asked about their formative assessment practice the answers can vary greatly. “ John Hattie in his “Visible Learning for Teachers” gives great credence to Moore’s concept of organizing assessments for results and expectations. Over 15 years Hattie was able to create an expansive evidence based project that states “there are practices that we know are effective in the classroom and there are practices that we know are not” (Hattie, 2012). In Hattie’s introduction, he states “My role as teacher is to evaluate the effect I have on my students”. Using his research Hattie has

Running Head: CONNECTING CRITICAL THINKING 3 shown that formative assessments are one of the strongest tools a teacher can use to improve a student’s learning (Luna C.). Charita Luna takes Hatie’s work and ties the effect of formative assessments on board examinations, national, and state assessments where focus and concentration are necessary. (Luna C.). Siadat suggest that use of “time-pressured quizzes” help students prepare a type of “fluid Intelligence” or an ability to use stored knowledge, ability, and skills regardless of the situation one finds themselves in (Siadat, 2010). The overall goal is to use the formative assessments as a way to encourage students to study and prepare everyday. Ian Clark wrote an article titled “ Formative Assessment: Assessment Is for Self-Regulated Learning” that suggest formative assessments enhance and are a “unifying theory of instruction” (Clark, 2012) . Clark’s premise is that formative assessments make self-regulated learning a reality by “allowing cognition, social, and cultural theories to guide instructional methods” (Clark, 2012) . David Nicol dives deeper into the theory and developed seven principles that can “help students take control of their own learning” (Macfarlane-Dick D., 2005) . Nicol suggest that students are more proactive in the education process than usually witnessed. By using his seven principles, an educator can implement easy feedback strategies, which can have profound effects on how formative assessments are developed. The paper suggest that formative assessments can be developed by students based on their own knowledge and skills. Students discuss the content with each other in order to better digest and internalize its meaning. A major concern with this concept is how one effectively moves the assessment process from the teacher to the hands of the students. The article does admit that taking this approach also removes an educator’s ability to provide a student with positive or negative reinforcement. However, the author feels strongly that using this approach allows a student to be a positive part of the educational feedback process (Macfarlane-Dick D., 2005) .

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Running Head: CONNECTING CRITICAL THINKING 4

Running Head: CONNECTING CRITICAL THINKING 5 Works Cited Bonney D., I. J. (n.d.). Advanced PE for OCR A2 , 331. Oxford, United Kingdom: Heinemann Educational Publishers. Capel S., L. M. (2013). Learning to Teach in the Secondary School: A Companion to School Experience. Learning to Teach Subjects in the Secondary School Series, 6 . Routledge. Hagar, P. G. (1994). General Issues about the Assessment of Competence. Assessment & Evaluation in Higher Education, 19 , 1:3-15. Moore B., S. T. (2010). Critical Thinking and Formative Assessments: Increasing the Rigor in Your Classroom , 42. New York, NY: Eye On Education. Sharkey N., M. R. (2006, August). Tough Choices in Designing a Formative Assessment System. American Journal of Education(4), 112 , 572-588. Chicago, Il, United States: University of Chicago. Wenger, E. (1998). Communities of Practice: Learning, Meaning and Identity . Cambridge, United Kingdom: CambridgeUniversity Press.

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