Annotated Bibliography:

Boler, M. (2000) An epoch of difference: Hearing voices in the nineties. Educational

Theory, 50(3), 357-381
The disparity of equitable funding and resources are discussed throughout
this review. Global crisis related to economics, the environment as well as
political upheaval was reflected in the educational arena. Despite ongoing
debates in Educational Theory regarding how philosophy and professionalism
inform one another, professional practice, school reform oreducational
policy are infrequently addressed. There is little analysis of issues of race,
sexuality, or class, or of globalization or postcolonial theory, with significant
exceptions. A democratic educational policy is reviewed and analyzed as
well as the effects / appropriateness of a rather homogenous form of
education. The era of the nineties seems to be one of disequilibrium as well
as an overall loss of direction both morally and academically.
Burbules, Nicholas C. (2000), Half-Century of Educational Theory: Perspectives on
the Past, Present and Future. Educational Theory, 50, 279 288.
Within this paper, the author and editor of Educational Theory discusses the
changes evidenced throughout the decades related to societal norms and
Educational Theory. The author introduces five essays, each written from the
perspective of an individual who practiced during the decade as a reflection
of changes and growth in the field of education. Topics include the
unacceptance of homosexuality, acceptance of homogeneity from the 1950s
through today and the changes in circulation as well as the development of
an international audience with the growing importance of the internet as
opposed to the production of printed material.
Coffey, H. Summative Assessment. Learn NC. K-12 Teaching and Learning From The
UNC School of Education. Retrieved from the World Wide
Web:http://www.learnnc.org/lp/pages/5233
It is from the University of North Carolinas Education page for its teachers.
The site discusses assessment. It is well worth looking at.
Derrell, T. (2015, June, 3). Formative vs. Summative Assessment: Whats The
Difference? Education Degrees. Retrieved May 1, 2016 from the World Wide
Web: http://www.aiuniv.edu/blog/june-2015/formative-vs-summative
From American Intercontinental University I found the following article
entitled, Formative vs. Summative Assessment: What's the Difference?
Posted June 03, 2015 by Tracy Derrell in Education Degrees it, like the others
compares and provides a brief overview of the two types of assessment that
seem from all my reading to be inseparable.

Feinberg, W., Odeshoo, J. (2000), Educational Theory in the Fifties: The Beginning of
a Conversation. Educational Theory, 50, 289 306.
The authors traced the inception of the journal entitled, Educational Theory
from the first volume in 1951 with a subscription price of $2.00 with the
membership costing $3.50 to The John Dewey Society and the University of
Illinois. The concepts and design of the journal attempted to combine new
forms of inquiry with respectability of traditional academia. The journals
mission was articulated as (1) the advance of the development of educational
theory in itself and (2) to address the wider problems of schools, politics, and
society. The article additionally explains the historic perspectives of the
entwined relationship between the foundation of education development
related to societal norms and activities. The article would be an excellent
resource.
Garrison, K., Ehringhaus, M. Formative and Summative Assessments in the
Classroom, Retrieved May 1, 2016 from the World Wide
Web:http://schools.nyc.gov/NR/rdonlyres/33148188-6FB5-4593A8DF8EAB8CA002AA/0/2010_11_Formative_Summative_Assessment.pdf
Formative and Summative Assessments in the Classroom written by
Katherine Garrison and Michael Ehringhaus PhD. Seems to be directed to the
Middle School teacher. It connects the have read elsewhere, engaging
students as well as providing them with clear descriptive feedback are
instrumental to learning success. They also approach teacher proximity,
questioning techniques and record keeping. Unlike in many of the other
articles, this article also discusses the participation of the learners in their
education. They discuss self and peer assessment, student record keeping as
well as the importance of the teacher maintaining a balance when assessing
performance of the whole individual. It was a very interesting article and one
I would recommend.
Greene, M. (2000), The Sixties: The Calm Against the Storm, or, Levels of Concern.
Educational Theory, 50, 307 320.
The article discusses how social changes brought about changes in the
philosophy of education. The ideals of existentialism become apparent.
Teachers unions become relevant impacting schools and students. The idea of
integration as well as the connection of education to better the community is
approached. This concept leads to the realization of the importance of the
integration of various cultures and their contributing identity to the
development of the learner. The article introduces the concept of learning
styles as well as changes in teachers education / training in addition to inservice growth. The impact of Dewey is presented. All concepts discussed
within this article coincide with the great social changes of the world and our
countrys every expanding global interaction.

Gorin, J.S., Mislevy, R.J. (2013, September) Inherent Measurement Challenges In The
Next Generation Science Standards For Both Formative and Summative
Assessment K-12 Center at ETS. Retrieved May 1, 2016 from the World Wide
Web: http://www.ets.org/Media/Research/pdf/gorin-mislevy.pdf
Entitled, Inherent Measurement Challenges In The Next Generation Science
Standards For Both Formative and Summative Assessment. Written by
Joanna S. Gorin and Robert J. Mislevy for the Invitational Research Symposium
on Science Assessment this paper addresses the requirements and
challenges placed before the Educational Testing Services, Princeton, New
Jersey for providing rich testing that would measure skills on a variety of
levels while still being accountable and reliable.
(http://calper.la.psu.edu/assessment/project.php)
,
Assessing
Language
Development, Developed by CALPER, Project-based Assessment, Retrieved
May 1, 2016
This article clearly and succinctly provides the reader with an overview,
background as
well as provides applications for uses of project-based
assessments. The importance of
https://books.google.com/books?
hl=en&lr=&id=SRt1AwAAQBAJ&oi=fnd&pg=PA167&dq=Summative+Assess
ment&ots=4VOeC6i860 &sig=mnwr95M0x4UO9Yz6bpwj5BuCqM#v=onepage&q=Summative
%20Assessment&f=false
Written by Paul Black, Chapter 10 entitled Formative and Summative
Aspects of Assessments: Theoretical and Research Foundations in the Context
of Pedagogy found within SAGE Handbook of Research on Classroom
Assessment: SAGE Publications. The site provides a sample and description of
the information found throughout the chapter as it discusses the adverse
effect of testing on classroom learning with relative to how the outcomes are
used by the teacher, the school district and the government.
the article is not the article itself but the annotated bibliography provided the
reader.
http://www.sagepub.in/upm-data/50740_ch_14.pdf
Chapter 14 entitled Research on Classroom Summative Assessment,
written by Connie Moss discusses the role of the teacher in a variety of ways.
It questions as does the research she sites, the ability of classroom teachers
to effectively judge assessments of youth. The author identifies several
factors that cloud their judgement such as behavior, lack of effort and
interest. The article also identifies the issues of poor in-service training yet
the requirement of the teachers to design, interpret and use the
measurement tools. The study discussed within the chapter also addresses

the tendency of the teachers to not look at the total dynamics of the
individual students as well as the individual students perception of their
abilities as having a marked influence on their success and failure. There are
recommendations listed at the end of the chapter identifying factors in
educational training at the under and graduate levels as well as in-service
training.
https://www.azwestern.edu/learning_services/instruction/assessment/resources/dow
nloads/formative%20and_summative_assess ment.pdf
The article provided by Northern Illinois University, Faculty Department and
Instructional Design Center, suggests designing the assessment to match the
instructional goals and objectives. It discusses Formative, diagnostic and
summative assessments. This is clearly written and easily understandable
with examples of all types listed.
Kohli, W. (2000). Educational Theory in the eighties: Diversity and divergence.
Educational Theory, 50(3), 339-356.
Where the decade of the Seventies was a time of great social and political
change, this decade was introduced as a time of great excesses in behavior
but not economics, politics and thus education. Koli addresses her review
based on the mission statement of the journal as well as its purpose. The
American educational system became the object of derision. Teachers were
blamed for failing schools, and by extension, a failing U.S. economy. The
upshot of these scathing criticisms, legitimated by think tanks and
foundations, as well as the federal government itself, was a systematic defunding of public schools, increased stress on individual achievement and
competitiveness, and valorization of the discourse of excellence over the
discourse of equity. Reaganomics became the vogue, with this began the
newly inequitable funding of education, one still present in society today.
Rather than fight the new model, educational pundits retreated and
permitted the government to create policies for education, at issue during
this period was affirmative action and basic equity throughout society. It is
during this decade women in the field began to be published, teacher
education programs began to be reviewed as was gender based education as
well as the use and development of texts. Relevancy of education was not of
focus.
Mayor, A. (2015, November 5). The Difference Between Projects and Project-Based
Learning, Retrieved April 30, 2016from the World Wide Web:
http://teachthought.com/uncategorized/difference-between-projects-andproject-based-learning/
This is a brief article elaborating the differences between project assigned
within the classroom and offering Project-Based Learning. Within the article
Mayor provides a delineated chart explaining each. I found the article

beneficial as it explained the importance of project-based learning in the

development of the learner.
McCrann, J.T. (2016, February 3) What I Learned About Growth Mindset When
Students Taught Me. Education Week Teacher. Retrieved from the World Wide
Web: http://blogs.edweek.org/teachers/prove-it-math-and-educationpolicy/2016/02/learned-about-growth-mind-set-when-students-taught.html?
cmp=eml-enl-tu-news3
McCrann relates to us a personal example when he did not walk the walk so
to speak. His students called him on it and they worked with him to change
his mindset. It is an excellent article in that he provides specific examples of
strategies used to change. He expresses the necessity of teachers providing
support and structure to make the changes in their mindset. McCann
references David Perkin's Seven Principles of Teaching from Making Learning
Whole. Throughout the article, there are hyperlinks to supportive articles.
This is a great and informative read.
Phillips, D. C. (2000). Interpreting the seventies, or, Rashomon meets Educational
Theory. Educational Theory, 50(3), 321-338.
The decade of the Seventies was quite turbulent. This decade saw the United
States in the midst of major changes politically and socially. Mainstream
media began to publically address issues in open compelling manner.
(Watergate, My Lai massacre, all the liberation movements as well as the
continued racial tension) Education was not exempted from major change.
During this Era Humanism became of interest in the classroom. The solution
they offer, again without what would seem to be the necessary argument or
analysis, is that educators should adopt a humanistic, individual oriented
conception of education. Influenced by the work of Abraham MaslowWe
believe that the ultimate aim of education should be this: to provide a full and
an equal opportunity for all persons to lead self-actualizing lives. This was
era of great permissiveness within the classroom, in part as a reflection of the
dramatic social changes as well as militancy at the college level. This also
became the era in which we begin to see a greater interest and effort at
analytical approaches. The work was marked by a clear and lively style, and
it covered the essential ground of the analytic philosophy of education that
was emerging at the time the concept of education; teaching versus
instructing, conditioning, and indoctrination; the logic of forms of
knowledge; needs; intelligence and creativity; authority; equality; and moral
education. The article was of great interest to me because it was the time
period of my youth.
Ronan, A. (2015, April 12). Every Teachers Guide to Assessment. Edudemic.
Retrieved May 1, 2016 from the World Wide
Web://www.edudemic.com/summative-and-formative-assessments/

Every Teachers Guide to Assessment By Amanda Ronan on April 29, 2015

clearly and succinctly defines and describes the types and uses of
assessments as well as the high stakes that are placed on them. The reasons
we use assessments are clearly and briefly stated. The comparison between
Formative and Summative assessments is neatly written. She also includes
types of questions, delivery of the exams as well as scoring methods. It is a
great primer related to assessments.
Weimer, M. (2016, February 29). Between the Lines of our Pedagogy. Faculty Focus.
Retrieved from the World Wide Web: http://email.magnapubs.com/betweenthe-lines-of-our-pedagogy?
ecid=ACsprvsK8q5sV9fbRvEZR9ITTWQXUtPPg4_DiibX3exOKV_Mt_4NpXSuBeYls1MPwNBZR2f3D2&utm_campaign=Faculty+Focus&utm_source=hs_email&utm
_medium=email&utm_content=26737762&_hsenc=p2ANqtz-BACWHLb4PHzOE1bTnQJ8UQDRhIXeJjiFfzdqIzFrik3wBDUCMoUdktpvQtd8FPdCi
bOZSZgwxQedlcXRVKVk6qyYNRw&_hsmi=26737762
This web article discusses how a teachers persona shapes the learning
environment. If we are not excited about the topic, we can be certain that will
come through in our presentation of the material. I found the article a helpful
reminder. I acknowledge there are things within my discipline I do not like to
teach and I am certain it comes through. This then transfers to the classroom,
making the learning / teaching experience awful. The article gently reminds
the teacher of the importance their attitude in the classroom in particular to
setting the atmosphere and spirit of learning.
Weimer, M. (2016, February 24). Wheelchair Ramps and Extra Time for Learning.
Faculty Focus. Retrieved from the World Wide Web:
http://email.magnapubs.com/extra-time-for-learning?ecid=ACsprvvFVOKuU3rxmQlQrv4F-aVyD0uen21KpOLXp2hyma_K6srhEMnmVaWX6xweATCR3KNXd0&utm_campaig
n=Faculty+Focus&utm_source=hs_email&utm_medium=email&utm_content
=26487240&_hsenc=p2ANqtz-_Ih_8P2OsB3YDVEfSAYy-PMmYXz23y2dk7znGz3lc3DxvTtYvzZ3pufOGNMhCvUeH54Jap6Xp1UC8TjDYW5to410rA&_hsmi=26487240
Once again I find Dr. Weimer is a very thoughtful and thought provoking
educator. In this article she discusses the attitude educators actually have
regarding those with disabilities. She discusses her brother who is special
needs and how arduous it is to teach him. But like so many skills, once
mastered, how long the learning took no longer matters. She discusses the
reliability of the testing for disabilities, the reluctance of some learners to
explain or discuss their disabilities as well as those who use their disabilities
to their advantage. The article relates to our studies because she refers to

BME as well as student-centered education. The article touched me both as a

mother as well as an educator.
Westervelt, E. (2016, April 13) All Things Considered, A Nobel Laureate's Education
Plea: Revolutionize Teaching Stanford Physicist Embarks On Mission To
Improve Undergraduate Teaching.
I listened to this broadcast going into work on NPR. It is very interesting and
discusses the changes being suggested and implemented in the Stanford
University classroom of Nobel Laureate, Carl Wieman believes in active
learning in the classroom as opposed to the large lectures often seen on
college and university campuses. The transcript of the interview can be found
here: http://www.npr.org/2016/04/13/474120877/stanford-physicist-embarkson-mission-to-improve-undergraduate-teaching. It was a very interesting pod
cast and proves to be an interesting read. Wiemans classes are sought after
and enjoyed by his students. He discusses the importance and effectiveness
of active learning. Other professors are interviewed as are his students. This
is great to listen to or just read.
Whys and Hows of Assessment. Eberly Center For Teaching Excellence. Enhancing
Education Home, Carnegie Mellon University. Retrieved May 1, 2016 from
the World Wide Web:
http://www.cmu.edu/teaching/assessment/howto/basics/formativesummative.html
This site gives a brief but precise definition and comparison of formative and
summative reference for my staff to use when developing tests.
Zuiker, S., Whitaker, J. Reid. Refining inquiry with multi-form assessment: Formative
and summative assessment functions for flexible inquiry. Arizona State
University, Mary Lou Fulton Teachers College Research Gate. Retrieved May 1,
2016 from the World Wide Web:
https://www.researchgate.net/profile/Steve_Zuiker/publication/256035625_Re
fining_Inquiry_with_MultiForm_Assessment_Formative_and_summative_assess
ment_functions_for_flexible_inquiry/links/55708ede08aeb1161e5bdhttps://
www.researchgate.net/profile/Steve_Zuiker/publication/256035625_Refining_I
nquiry_with_MultiForm_Assessment_Formative_and_summative_assessment_f
unctions_for_flexible_inquiry/links/55708ede08aeb1161e5bd671.pdf6 71.pdf
This is a paper entitled: Refining inquiry with multi-form assessment:
Formative and summative assessment functions for flexible inquiry. It was
written by Steve Zuiker of Arizona State University, Tempe and J. Reid
Whitaker from Rice University. It addresses the 5 Es Instructional model as
well as the placement of tests within Instructional design.