JOURNAL CRITIQUE: Using formative assessments to differentiate instruction
1
Journal Critique: Using formative assessments to differentiate instruction
Cassandra Freeman
School of Education, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to . Email:
JOURNAL CRITIQUE: Using formative assessments to differentiate instruction
2
Journal Critique: Using formative assessments to differentiate instruction
In “Using formative assessments to differentiate instruction” by Kaitlyn Mcglynn and
Janey Kelly (2017), the authors share different ways to use formative assessment inside a
classroom to drive differentiated instruction. Much like in “How to Differentiate Instruction in
Academically Diverse Classrooms” (Tomlinson, 2017), the authors from the article agree that
students can learn the same ideas being taught in a variety of ways. Mcglynn and Kelly, along
with Tomlinson feel that we should meet students where they are and challenge them along the
way. In the article by Mcglynn and Kelly (2017), the authors give multiple examples of how
educators can use formative assessment to meet the needs of their students to help group them
together to challenge their learning. Tomlinson, Mcglynn, and Kelly all agree that in order for
students to grow we need to meet them where they are and offer them unique opportunities to
grow in their learning.
Summary
The article by Mcglynn and Kelly (2017) is about using formative assessment to drive a
differentiated classroom. The authors give examples of different types of formative assessments
that you can later use to create differentiated instruction. Along with the types of formative
assessments a teacher could use, the authors also explain how to use the assessments to place
students into groups to form the different categories of learning. The authors suggest that
students be placed into homogeneous groupings of understanding. The last point made is that all
students, regardless of their learning level should be doing the same workload, no group should
be doing more or less than another group.
JOURNAL CRITIQUE: Using formative assessments to differentiate instruction
3
Analysis
Mcglynn and Kelly reach out to educators to give ideas on how to use formative
assessments to drive their differentiated instruction. In “Using Formative Assessments to
Differentiate Instruction” (Mcglynn and Kelly, 2017) target teachers to give examples of
formative assessments that should allow teachers to know where students are before even giving
a summative assessment. The authors give great examples of different styles of formative
assessment, but lack in giving examples of how the assessments could create differentiated
instruction. The authors do give a nice breakdown of the groups that can be created after giving a
short formative assessment. The article was semi effective, while reading it educators are given
multiple ideas for formative assessment, but limited ways that those assessments can support
differentiated instruction in their classrooms.
Personal Application
Using formative assessment is a great tool to help teachers learn where their students feel
their understanding is on a topic. In “Using Formative Assessments to Differentiate Instruction”
(Mcglynn and Kelly, 2017) there are four variants of formative assessment, 3-2-1, Socrative,
whiteboards, and four corners. I have used three of these assessments and have found that they
keep the students engaged in their learning. I have also found that formative assessments keep
me as an educator engaged in the students' learning. Creating an organic learning environment
for both myself and my students (Tomlinson, 2017). I’ve also found that differentiated
instruction is much like the Bible, in the book of Luke the fact that Jesus is accused of eating
with sinners, but Jesus assesses the sinners where they are and uses scaffolding to bring them to
God. We can use scaffolding to bring all students to the same spot of learning the material that is
being taught.
JOURNAL CRITIQUE: Using formative assessments to differentiate instruction
4
Conclusion
While looking at formative assessment as a tool to create differentiated learning,
Mcglynn and Kelly (2017) give wonderful examples of different types of formative assessment,
but fall short in ways to use the assessments to dive differentiated learning. Formative
assessment should give a teacher an idea of where students would place once they take the
summative assessment; advanced learners, intermediate learners, and struggling learners
(Mcglynn and Kelly, 2017). The article gives great examples to assess where each learner falls.
However the article does not give any examples of how to get all students to the goal of
advanced learners. The article does not share different ideas that can be used to create a
differentiated classroom.
JOURNAL CRITIQUE: Using formative assessments to differentiate instruction
6
References
Include all sources that you cited within the Journal Critique. At a minimum, you should include
the article you read, your Tomlinson textbook, and the Bible. Make sure all references
utilize a hanging indent and include hyperlinks when available.
Mcglynn, K., & Kelly, J. (2017). Using formative assessments to differentiate instruction. Science
Scope, 41(4), 22+. https://link.gale.com/apps/doc/A518030491/BIC?
u=vic_liberty&sid= summon&xid =8f476b47
Tomlinson, Carol Ann. How to Differentiate Instruction in Academically Diverse Classrooms,
Association for Supervision & Curriculum Development, 2017. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/liberty/detail.action?docID=4829767
Online, K. J. B. (n.d.). King James Bible online. https://www.kingjamesbibleonline.org/Luke-
Chapter-15/
Powered by TCPDF (www.tcpdf.org)
