RUNNING HEAD: LITERATURE REVIEW OF ASSESSMENT METHOD

A Review of Tim Pappageorge's, "Checking In: Using Informal Communication to Assess

Learning in the English Language Arts Classroom."

Allis Snyder-Crabb
In partial fulfillment of
TED690
NU
Dr. Shepherd

RUNNING HEAD: LITERATURE REVIEW OF ASSESSMENT METHOD

2

In this article English Language Arts Instructor Tim Pappageorge outlines an approach to both
formative and summative assessment, in which verbal communication with the student directly
and collaboratively in small groups assesses students' progress through a given unit. The author
outlines the method by which eight to ten students are brought to a small group setting with the
instructor while the remaining students engage in self-directed or "autonomous" learning. During
this small group the instructor asks specific questions which create a small group discussion and
question and answer opportunities whereby spontaneity and conversation offer the instructor
helpful insights into students' understanding. By recording the questions and answers carefully,
and questioning points of necessary comprehension or critical understanding the instructor
assesses student mastery. The writer informs that this assessment should occur AT LEAST two
times weekly, time permitting. Another example of this collaborative, instructor-led method of
assessment suggests a "Hot Seat" exercise in which students in small group can question one
designated "hot seat" student for understanding. This allows students to explore areas of their
deeper understanding, and organize questions which support their individual learning and
collaborative investigation. The instructor continues to suggest that an adaptation for a
summative assessment will include an "Exit Slip". On this slip is a question requiring a "short
answer" especially tailored for the student. This "Exit Slip" question takes into consideration the
elaborate notes and impressions collected by the instructor which have occurred as a result of
note taking in these small group question and answer sessions through weeks of formative
assessing. The author outlines three developmental areas, "Cognitive, Affective and
Epistemological, which, respectively, can be used to assess students summatively. Each
represents a different area of development within a learner, the first "Cognitive" attempts to
assess learning in its most rote form. For example, did the student understand the material and to

RUNNING HEAD: LITERATURE REVIEW OF ASSESSMENT METHOD

3

what degree was it synthesized? Next, "Affective" assessment measures the students desire to
learn, their motivations during the unit, and habits developed towards being an independent
learner. The third, "Epistemological", focuses on the assessed strengths and interests of each
learner as an individual. A final assessment of student work, discovery, and thought is a careful
balance of considering the above three developmental components.
I think it was valuable for the author to note that for this teaching approach to be effective in a
setting such as a class of 40, that the students not in the small group must be responsible enough
to work autonomously. I would assert that creating a classroom where that is feasible takes a few
years of experience and a particular age group.
Also the author notes that impeccable notes and reflection and cautious data collection and
analysis are needed to make this an effective method of assessment for the purpose of satisfying
public education responsibilities and requirements. Instructor notes should inform differentiated
instruction and summative assessment and not just act as a check list. This data should be used to
shape individualized learner outcomes.
I find this explanation of an "original" approach to assessment is sort of a "no-brainer", with
all due respect to the author. I imagine that in an ideal setting, this would be how formal
education and assessment occurred - less formally! The author describes a method of question
and answer exchange which reminds me of the Philosophy 101 lesson of "Socrates and the Slave
Boy" in which Socrates, through his process of cautious question and answer exchange extracts
"knowing" from a slave boy.

RUNNING HEAD: LITERATURE REVIEW OF ASSESSMENT METHOD

4

I have at times idealized or "intuitioned", if you will, education as occurring outside, under a
big tree, with a group of ten or so people sitting comfortably while a designated person leads a
reading or discussion. This leader lectures and discusses an interesting topic with open
conversation and collaboration with scrutiny and guidance, assessing student learning almost
instinctively. This sounds very similar to the "progressive" method described by our author. I
dont think I'm a pedagogical genius, or an idealist, by any means, therefore I believe that
Instructor Papageorge, may have reinvented the wheel with this approach. I'D LIKE TO ADD
THAT I THINK THE WHEEL MAY NEED REINVENTING IN EDUCATION, frankly. My
intuition tells me that the single greatest threat to public education's effectiveness is its inorganic
nature. It is by requirement designed to suit the needs of many when in fact the true subtleties of
"knowing" are discovered, not implanted. Education of the rote, large-group sort is a primer for
the discovery phase. Discovery seems like it is a smaller occurrence, if you will, taking place in
a student's profound interaction WITH something in an intimate event, hopefully sometimes that
thing is a teacher.

RUNNING HEAD: LITERATURE REVIEW OF ASSESSMENT METHOD

5

Reference
Pappageorge, T. (2013). Checking in: Using informal communication to assess learning in the
English language arts classroom. English Journal, 103(1), 54-59. Retrieved from
http://ezproxy.nu.edu/login?url=http://search.proquest.com/docview/1442778905?accoun
tid=25320