Britton 1

Cate Britton
ED-638
Fall 2018
Professor Ingrid Ellinger-Doviak

Inside the Black Box: Raising Standards Through Assessment

Formative assessments and standards are words that initially intimated me. I know how

much we rely on these two topics and there are certain do’s and don’ts. I was aware that the goal

of these assessments is to monitor and track where the students are and if the teacher must re-

teach the material. In my opinion, this process should not only be student centered and involved

but one that is very reflective. If we are giving these assessments, I do believe it is our job to

make them meaningful for the student and that the outcome should be discussed with the student.

Rather than making them feel nervous or anxious that they are going to be “tested” we should

take this as an opportunity to confer with students and see where they may be struggling or

excelling. I enjoyed that this article outlined the positive and negatives of these terms and truly

clarified what steps need to be taken for assessment and standards to truly work.

This article hit the nail on its head right from the beginning. It shows an in-depth picture

of what teachers are experiencing day in and day out. Black and Wiliam (2010) discuss how

“Teachers have to manage complicated and demanding situations, channeling the personal,

emotional, and social pressures of a group of 30 or more youngsters in order to help them learn

immediately and become better learners in the future” (p.1). How are we as teachers able to

achieve such a task when we truly do not even know how to tackle it. The notion of the “black

box” is quite interesting because I feel that we tend to ignore it due to the fact that we do not

know what it contains. Education, teaching and standards are tricky because for the most part,
 Britton 1

we as educators are not given the necessary tools or guidance. The districts and schools have this

ideal mindset of how a classroom should be run and that all teachers should have high test scores

and amazing student outcomes. Sadly, this just is not the case and especially not in areas that do

not have the resources to support this ideal. I found it particularly interesting when the article

said how “Second, it seems strange, even unfair, to leave the most difficult piece of the

standards‐ raising puzzle entirely to teachers” (Black and Wiliam, 2010, p.2). This definitely

supports what I had said above, and it makes me wonder why this is still put all on the teachers.

If these authors are showing us that this is not something that can simply be achieved by teachers

alone, where is the outside assistance?

As the article progressed, Black and Wiliam (2010) discussed how formative assessment is

“at the heart of effective teaching” and that it can aid in upping standards (p.2). This type of

assessment is something that allows teachers to pin point where the student is and helps us as a

teacher to recognize what we need to re-teach or if we can move on. If 80% of the class got it but

the other 20% didn’t. This gives the teacher the opportunity to pull small groups or work

individually with students. From experience, I have seen that these assessments can be given in

different forms such as exit slips, think-pair-share or giving a 3-2-1. These formative assessments

are great check in points to see what information was confusing to the student or what they fully

comprehended. I love the idea of the 3-2-1 reflection because it allows the student to give 3

things they learned, 2 things they were stuck on and 1 thing they were wondering. Removing the

“test” aspect of an assessment is something that all teachers should aim for. It was nice to also

see the relation of this article to many of the points Alfie Kohn discussed. Especially the idea

surrounding what grades and tests do to students. Black and Wiliam (2010) also state how some

students “who encounter difficulties are led to believe that they lack ability, and this belief leads
 Britton 1

them to attribute their difficulties to a defect in themselves about which they cannot do a great

deal” (p.6). This quote is so profound because it made me realize that we must stray away from

traditional teaching styles and methods that instill fear in the student. Learning should be

engaging, inquiry based and exciting. If we can at least start there and show students that these

assessments are meant to help and not hurt, they would be less reluctant to form these other

negative feelings towards assessment!

Furthermore, I was so happy that this article discussed self-evaluation. Black and Wiliam

(2010) discussed how “if formative assessment is to be productive, pupils should be trained in

self‐assessment so that they can understand the main purposes of their learning and thereby grasp

what they need to do to achieve” (p.7). I love the idea surrounding self-assessment. It allows the

students to open up and truly analyze themselves. can see where they struggle or where they

excel. They can explain it through their experience and own eyes. This foster a sense of

independence and ownership of their individual learning. Reflection is key for both students and

teachers. The self-assessment would allow the teacher to get a better sense of WHO the student is

and HOW they learn- It reminds me of the gradual release of responsibility model. I do think that

the teacher still should be conferring and listening to the students. Additionally, I whole heartedly

agree with giving students goals based on their learning. I think this is something that motivates

and drives the student to want to learn and give them a sense of joy. Black and Wiliam (2010)

further this notion by explain “Thus we maintain that opportunities for pupils to express their

understanding should be designed into any piece of teaching, for this will initiate the interaction

through which formative assessment aids learning” (p. 7). Once we have seen that a student has
 Britton 1

grasped a topic or is beginning to see where they need help, is when the true learning truly has

occurred.

In conclusion and as I stated above, in order to raise standards, it needs to be a

collaborative effort. It should not be solely on the teacher to get this done and the teachers need

support from their superiors and especially the government. As teachers, we are tasked with so

many things and responsible for student success. The support aspect would show teachers that

these individuals have their back and are willing to help in any way possible. On the other hand,

it is up to the teachers and students to utilize formative assessment and reflect on the learning

that is occurring in the classroom in order for certain changes to be made. In this day and age, the

classroom should consistently be student centered and a place where they begin to take control of

their learning. It is the teachers job to lay the foundation for the students, teach them the skills

and work with them to improve or excel. It is the students job to begin to take control of their

learning and work towards the goals that are set in place to ensure for ultimate success and allow

them to become lifelong learners!