The five articles presented common themes about educational learning. They illustrate the need for teacher reflection and adjustment to meet students’ needs, establishing quality rapport and providing students strategies become an active learners and involved in the learning process through and monitoring their own understanding. In the articles there is research quoted that illustrates how they can dramatically impact student learning and achievement.
In (Kaftan, Buck, & Haack, 2006), it states formative assessment is a tool teachers can use to probe students understanding, inform instructional decisions and develop relationships. Unlike a summative assessment which measures student competency at the end of a unit, formative assessment is done daily. It informs both the student and the teacher "about student conceptions, misconceptions, skills and knowledge." (Heritage, Kim, Vendlinski, & Herman, 2009)
Formative assessment works when you as a teacher reflect on your teaching style and methods. Good teachers possess flexibility. (Heritage, Kim, Vendlinski, & Herman, 2009) research addresses the ability to adapt your teaching style to better meet the needs of the students. As a teacher, once you begin assessment for student’s learning you must become like a detective. You gather the evidence to fully understand why a student is not understanding and being an effective learner. Once this happens, you must decide what action is needed, whether it is re-teaching, changing your teaching style/method, or give additional feedback. (Andrade & Valcheva, 2009) stated that re teaching of concepts helped students to address their own misconceptions and helped them to better understand the concept.” As the research demonstrates, your knowledge in the subject and your “pedagogical content” is what will make this type of assessment more successful.
The (Fluckiger, Tixier y Vigil, Pasco, & Danielson, 2010) and (Kaftan, Buck, & Haack, 2006) articles address the need for forming relationships. "Interactions between students, teachers and content provide a catalyst for deepening understanding," (Kaftan, Buck, & Haack, 2006). We could all probably draw upon experience which supports this claim. I have been in classes where I felt safe to take risks. I know the teacher is supportive and will help me through the work. She focused more on my understanding, rather than just telling me what was wrong, consequentially, I received a higher grade and I also felt more confident in my abilities. Many students will not be open to work together to become partners in their learning if they do not have this connection with the teacher. These articles show that teachers’ should create a climate where students are encouraged to improve their own learning, where they are encouraged and motivated to set goals and monitor their own progress. Both articles highlight that a class where this is the norm, would be a class where students learning and accomplishment is maximized.