Fisher, D., & Frey, N. (2015). Checking for understanding: Formative assessment for Understanding: Formative assessment techniques for your classroom. ASCD.
Nancy Frey and Douglas Fisher, creators of FIT, Framework for International and Targeted teaching method amongst other teaching books, provide methods to evaluate and increase student understanding of any subject material. The formative assessment techniques suggested are creative, applicable in most settings and derive from aspects shown by students during the learning process i.e. what they know, what they don’t know and what type of intervention will emerge successful. The book is divided into 7 key chapters that cover aspects such as; the importance of checking for understanding, the application of questions, tests, consensus scoring and oral language when evaluating the level of understanding for students. The book also brings to the fore a couple of common mistakes or flaws in the current teaching system e.g. the “Initiate-Respond-Evaluate” aspect of the traditional teacher-generated questioning. The authors then adequately provide tips on better techniques such as the QUILT framework (Questioning and Understanding to Improve Learning and Thinking). Fisher and Frey use their experience as authors of a plethora of ASCD (Association for Supervision and Curriculum Development) to give evidenced-based data analysis in a way that is easy to understand and compare with other forms of assessment.
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Morales, M.P.E. (2016). Participatory Action Research (PAR) cum Action Research (AR) IN Teacher Professional Development: A Literature Review . International Journal of Research in Education and Science, 2 (1), 156-165.
In the paper, Marie Paz E. Morales dictates that AR (Action Research) and PAR (Participatory Action Research) models both require a high commitment level and hands-on involvement from the educational organization, the researchers on board and other stakeholders about the vitality of dealing with various problems and the eventual learning occurring in the process. The literature review showcases the benefits of a PAR framework in the Philippine education system. Morales also highlights possible challenges in the PAR/AR implementation process, an example being the demographic and the profile of the Philippine basic education which hinders relying solely on PAR in the Professional Development Framework. The literature review gives possible tips to educational agencies in the Philippines primarily anchoring on PAR and AR to improve the quality of education by first improving the quality and wholesome competence of teachers.
Suggate, S.P (2016). A meta-analysis of the long –term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions, Journal of learning disabilities , 49 (1), 77-96.
The meta-analysis was of experimental reading interventions, primarily targeting phonics, identification of phonemes, approach to comprehension and fluency. The methodology of analysis had two aspects; one of literature searches and extensive article screening and another of article coding. Both peer-reviewed published, in combination with non-published studies were regarded during article screening in order to eliminate publication bias. The analysis by Sebastian Suggate, a PhD holder in psychology and education science, uses large sets of data to show how the a lower average age of the sample of intervention results in a drop in the effect size at follow-up despite the moderate post-test sizes. The meta-analysis has a surprising finding in that interventions focusing on phonemic awareness emerged superior to those dealing on phonics, a contrary outcome to prior hypotheses in regards to phonological integration to teaching and reading.
