Adolescent Literacy Instruction

As I read this weeks assigned reading Assessments to Guide Adolescent Literacy Instruction, a few points resonated with me. This article, specifically the 20 pages or so assigned provides empirical evidence as to the success of formative assessments within the classroom on not only learning, but student achievement of state standards. As the article states, " To be maximally effective, both instruction and classroom formative assessments should be aligned with state standards." This statement does not sit right with me to say the least. I understand formative assessments are only as successful as the instruction provided however, if aligning our assessments with state standards has proven successful why are students still underachieving? Isn't the entire reform of public education thus far been to promote achievement following the failure of No Child Left Behind and the currently controversial Common Core? Isn't it possible that higher performing schools have an easier time adopting assessment and instruction to their curriculum than lower performing schools? This article states the common trend that lower performing schools according to Langer tend to use test preparation strategies to teach rather than formative assessments. However, what does the data tell us when lower performing schools incorporate differentiated instruction and formative assessments?  I have a difficult time accepting that formative assessments and differentiated instruction are as successful in achieving standards as this article states.

Furthermore, the article suggests instruction is more important in regards to student achievement, "evaluations of classroom-based formative assessment are as much an evaluation of the instructional adjustments resulting from the assessments as they are of the assessments themselves." I think this article demonstrates the instruction we as educators provide as essential to achievement rather than the assessments themselves. Feedback and gauging where students struggle is effective when altering lesson plans and focusing on improvement. Essentially, I disagreed with the first 10 pages or so of this article, but I found the section dedicated to proper instructional strategies and formative assessments intriguing.

If we are doing formative assessments, but nothing is done with the assessments in terms of instruction they assessments become pointless. Offering pre and post assessments as this video states is a way of understanding the achievement of where the students are struggling and need improvement. However, if nothing is done in terms of instruction following assessments, the students fail to learn accordingly and nothing changes. Incorporating rubrics prior to assignments is a point this article makes early on. From my experience I firmly believe this is a useful assessment when preparing for large assignments such as essays and projects. Moreover, the use of group discussion as a means to improve reading and comprehension is something we see on a daily basis in higher performing high schools. I find the instructional strategies provided in this article as useful for us as future educators, but the alignment of standards and assessment is still something I feel is difficult to do successfully.

Do you believe if all states provide nationwide formative assessments we can successfully achieve standards? The video above provides examples from Michigan as educators collaborate to study formative assessments and effective instruction, and is quite informative on this entire process.