In this regard, the article emphasizes that, "Teachers should use student assessment data to improve classroom practices, plan curricula, develop self-directed learners, report student progress, and research teaching practices" (p. 2). From a personal perspective, this article made it clear that although the students themselves can benefit from receiving the results of their assessments, it is also important for the teachers involved to use this information in meaningful ways to promote critical-thinking skills among their students and to use this information to identify trends and patterns that can be used to improve their curricular offerings in the future. Journal Article No. 3: Russell, J. (2003). Making use of the new student assessment standards to enhance technological literacy: The assessment of student learning is a pivotal component of effective teaching and learning. The Technology Teacher, 63(2), 27-28.

In this article, Russell makes the point that the use of student assessment represents a dual-edged sword for many educators today. For example, when the results of student assessments are positive, it can be a clear indication that students are learning the material being delivered and the teacher is contributing to the learning process in an effective fashion. When the results of student assessment are poor, though, it may be an indication that teachers are failing to provide their students with the type of education needed in the 21st century. Despite these potential negative outcomes, though, Russell emphasizes that,...

It demonstrates learning. It provides reinforcement and feedback. It is essential a student's awareness of where he or she stands in relation to understanding a certain content area or mastering a given skill" (p. 27). The essential element in this observation is the need to provide students with timely feedback concerning the results of their assessment and to identify opportunities for improving their academic performance. Indeed, documenting ongoing student learning and sharing that information with the students involved is the primary purpose of student assessment. Properly administered and monitored, student assessments can deliver the goods for this purpose, but poorly used, student assessments can have some drastic consequences for everyone involved. For instance, Russell points out that, "Ideally, assessment is a quality process providing timely, valid, reliable information. Unfortunately, if carried out poorly, assessment can cause problems, damage egos, and change the direction of lives. Because it is so important to teaching and learning, and so important that it is done well" (p. 27). From a personal perspective, this author made it clear that high-stakes student assessments mean just that -- that the stakes are high and the outcomes can have life-changing implications. Because student assessments are part and parcel of the educational process, then, it is vitally important that these programs receive the level of attention they deserve and require…