Module Three: "Formative Assessment: Simply, No Additives"

Module Three:
Article Response: "Formative Assessment: Simply, No Additives" By: Kathleen Roskos and Susan Neuman

While reading the beginning of this article, I couldn't help but agree that formative assessments have been pushed under the rug in regards to all the necessary standards of summative assessments. I think that good teachers are constantly using formative assessments, even if it is not an intentional, planned assessment. By observing students and really interacting with their learning, an observant teacher knows when to change a teaching method or how to fix a current problem which are both types of formative assessments. Continuing on reading about the different subsets of formative assessments, I liked the way Roskos and Neuman defined formative assessment as a type of "Gap Minder" explaining that the, "central purpose [of formative assessment] is to identify the gap between where students are and where they need to go in their reading development" (p. 535). This is why allowing formative assessments to happen daily is so vital in a classroom. When a teacher is more aware of student learning and improvement or struggle, then that teacher is able to make an effective changes for all students in that classroom by "minding the gap" and being on top of the students learning.

The different components that this article reflects upon were also very helpful to me in understanding the different categories of self assessment. Just like I was reflecting that formative assessment can happen informally during the school day, Roskos and Neuman also agree with this idea. They explained that, "One of the beauties of formative assessment, however, is that it can occur in real time during the natural course of instruction and therefore inform teaching and learning as it goes" (p. 536). I think this is the most valuable idea to take away from this article. Yes, formative assessments may have their plans and organization but perhaps, the most valuable assessment is when it is unplanned. That way, the teacher is actively involved in the classroom and changing things as the class progress. I hope to teach more in this manner, ensuring that I am staying involved in the student learning and changing things when necessary.