Annotated+Bib

__Annotated Bibliography__

Baird, Jo-Anne. //“Beliefs and Practice in Teacher Assessment”.// 2010. Volume 17, Issue 1. DOI: 10.1080/09695940903562682. Print.

Baird's article discusses teacher assessment and its value both in the past and currently. The article deals mostly with formative assessment and student learning. Both papers critically examine the advantages to formative assessment in the U.S. and other countries. "The next two papers in this issue examined the effects of formative assessment training programmes in Ireland and the US respectively. Formative assessment depends upon cognitive diagnosis for good quality feedback, but in the absence of an empirically‐based model of learning, it could be argued that the questioning component of formative assessment supports teachers to build informal models of learning".

Sitlington, Patricia L. “Students with Reading and Writing Challenges: Using Informal Assessment to Assist in Planning for the Transition to Adult Life”. 2007. DOI:10.1080/10573560701753153. Print.

Sitlington's article discusses the fact that student transition and planning ahead to adult life is not addressed within our education system. Her purpose of her article is to relate formative assessment with a more strict method that may be more beneficial to students in regards to the adult life transition including, high school exit exams, diploma options, and transition planning. She attempts to identify the competencies for a smooth adult life transition. The author also points out some of the challenges that students have who struggle with reading and writing and methods to best help them in their transitions. Sitlington also provides information that best integrates into the curriculum ways to teach students who do struggle with literacy.