RUNNING HEAD: Bibliography

An Annotated Bibliography ED 552 Evaluation of Instructional Procedures Iris Harris Averett University March 8, 2013

RUNNING HEAD: Bibliography Annotated Bibliography Andrade, H. (2008) Self Assessment through Rubrics. Educational Leadership, 65, (4), 60-63.

This article discusses the use of rubrics and the way they are used to assess students. Rubrics provides feedback to students that is detrimental in formative assessments. Rubrics are a self assessment and guideline check of what quality looks like. The author discusses three main points that helps devise a clear and concise rubric. The three points are: setting clear expectations, conducting the self assessment, and revising the work. I really enjoyed reading this article because I use rubrics to assess my students on projects and writing assignments. In order for the assessment to fulfill its purpose a rubric or guideline must be administered and followed. The rubric or guideline will be based on the technical, literacy, comprehension, and application skills. After this process, a review of the students work amongst core and CTE teachers would provide students with feedback to help them with their literacy and technical skills. The feedback will be very intensive that will pinpoint the exact areas of weakness. Brookhart, S.M. (2008). Feedback that fits. Educational Leadership, 65, (4), 54-59. This article explains different aspects of giving students feedback from formative assessments. Giving feedback to students has a positive effect. When providing feedback it motivates students, then the students have a sense of where they are and the next steps for improvements. It also focuses on administering effective feedback and exhibiting concrete examples. This article was an excellent read because I want to provide my students with more feedback. I feel administering formative assessment regularly helps provides students with feedback on their performance. Feedback is an important factor when building a rapport, developing proficiency and increasing awareness with each student. Feedback is essential at any phase in a students life, it helps keep them aware of the mistakes they have made and better prepares them for the summative assessment. Harlen, W. (2007). Criteria for Evaluating Systems for Student Assessment. Studies in Educational Evaluation, 33(1), 15-28. This article examines student assessments and the various purposes within the assessment system. It conducts an analytical application of criteria of the validity, reliability, and resources for the assessments. Criteria are more readily met when there is greater use of the teachers judgment in assessment rather than the external assessments. This article helped me look at the validity and reliability of the assessment I give. It is very important that tests are assessing what I teach and the questions are higher-level thinking questions.

RUNNING HEAD: Bibliography

McDonald, B. & Boud, D. (2003). The Impact of Self-Assessment on Achievement: the Effects of Self-Assessment Training on Performance in External Examinations. Assessments in Education, 10(2), 209-220. This article presents a study conducted with 250 students that examined the effects of formal self-assessment training on student performance on external exams. Teachers were trained in self assessment practices and how to teach them to the students. Students in the experimental group were trained in self assessment while those in a matched control group were not. The study found significant effects on the achievement of students who received training, and additional qualitative data collected suggest that students further benefited by developing attitudes and skills supportive of life-long learning. McTighe, J. & Emberger, M. (2006). Teamwork on Assessments Creates Powerful Professional Development, Journal of Staff Development, 27(1), 38-44. This article is a how-to description of the steps in establishing learing groups that then implement classroom-based assessments. The classroom-based assessments are: collaborative design of assessments, peer review of tasks and assessments, and group evaluation of student work elicited by the tasks. It discusses power standards, anchor papers, and other practices that show evidence of improving classroom learning. McTighe, J. & OConner, K. (2008) Seven Practices for Effective Learning. Educational Leadership, 63(3), 10-18. This article focuses on student learning and how teachers use of feedback can encourage learning. It describes seven practices for effective learning. The seven practices are: the use of summative assessments to frame meaningful goals, showing criteria for success and models in advance, assess before teaching, offer appropriate choices for demonsrating learning, provide feedback early and frequently, encourage self-assessment and goal setting and allow new evidence of achievement to replace old evidence.