+ Literature Review: Domain B Authors: Nancy Safer & Steve Fleischman Title: How Schools Improve, “Research Matters / How Student Progress Monitoring Improves Instruction” Year: 2005

+ Literature Review Main Idea: TPE 2Supporting Evidence: Use progress monitoring at key points during instruction to determine whether students are progressing adequately toward achieving the frameworks and state- adopted academic content standards for students Pace instruction and re-teach content based on evidence gathered using assessment strategies such as questioning students and examining student work and products Anticipate, check for, and address common student misconceptions and misunderstandings “To implement student progress monitoring, the teacher determines a student's current performance level on skills that the student will be learning that school year, identifies achievement goals that the student needs to reach by the end of the year, and establishes the rate of progress the student must make to meet those goals” (Safer & Fleischman, p. 81, 2005). Measure academic progress regularly: weekly, biweekly, and monthly by using brief, easily-administered measures (p.82). “Research has demonstrated that when teachers use student progress monitoring, students learn more, teacher decision making improves, and students become more aware of their own performance” (p. 83).

+ Literature Review: Domain B Author: Thomas R. Guskey Title: Educational Leadership, “How Classroom Assessments Can Improve Learning” Year: 2003

+ Literature Review Main Idea: TPE 3Supporting Evidence: Understand and use a variety of informal and formal, as well as formative and summative assessments, to determine students’ progress and plan instruction Use multiple measures, including information from families, to assess student knowledge, skills, and behaviors Know about and can appropriately use informal classroom assessments and analyze student work Know how to accurately interpret assessment results of individuals and groups in order to develop and modify instruction Interpret assessment data to identify the level of proficiency of English language learners in English as well as in the students’ primary language Give students specific, timely feedback on their learning, and maintain accurate records summarizing student achievement “Assessments reflect the concepts and skills that the teacher emphasizes in class, along with the teachers clear criteria for judging students’ performance. These concepts, skills, and criteria align with the teacher’s instructional activities and, ideally, with state or district standards” (Guskey, p. 8, 2003). “Teachers facilitate learning by providing students with important feedback on their learning progress and by helping them identify learning problems” (p.8). Assessments are part of the instructional process and crucial for student success (p.9). It is important to provide corrective instruction and re-teaching strategies for students to increase their level of understanding of the material and continue progressing in achieving learning standards (p.9) “Teachers and students share responsibility for learning”(p.8). Students need to put out effort and willingness to learn.

+ References Guskey, Thomas, R. (2003). “How Classroom Assessments Can Improve Learning”, from Educational Leadership, Vol. 20, No.5. Association for Supervision and Curriculum Development Safer, N., Fleischman, S. (2005). How Schools Improve, “Research Matters / How Student Progress Monitoring Improves Instruction” from How Schools Improve. Vol. 62, No. 5. ASCD: Virginia