All five articles presented common themes about educational learning. They illustrate the need for teacher reflection and adjustment to meet student needs, building quality relationships and providing students with strategies to become active learners and involved in the learning process monitoring and monitoring their own understanding. In the articles, research is cited that illustrates how it can have a significant impact on student learning and achievement. In (Kaftan, Buck, & Haack, 2006), he states that formative assessment is a tool that teachers can use to probe student understanding, inform instructional decisions, and develop relationships. Unlike a summative assessment which measures student skills at the end of a unit, formative assessment is conducted daily. It informs both the student and the teacher "of the student's conceptions, misconceptions, skills and knowledge." (Heritage, Kim, Vendlinski, & Herman, 2009) Formative assessment works when you, as a teacher, reflect on your teaching style and methods. Good teachers have flexibility. (Heritage, Kim, Vendlinski, & Herman, 2009) focus on the ability to adapt your teaching style to best meet the needs of students. As a teacher, once you start assessing student learning, you must become like a detective. You gather the evidence to fully understand why a student does not understand and is not an effective learner. Once this happens, you need to decide what action is necessary, whether it's reteaching, changing your teaching style/method, or giving additional feedback. (Andrade and Valcheva, 2009) stated that reteaching concepts helped students clear their own misconceptions and helped them understand the concept better. As research shows, your knowledge...... middle of article ...... through self-assessment. From theory to practice, 12-19. Bakula, N. (2010). The benefits of formative assessments for teaching and learning. Science Scope, 37-43. Fluckiger, J., Tixier and Vigil, Y., Pasco, R. and Danielson, K. (2010). Formative feedback: engaging students as partners in assessment to improve learning. College Education, 136-140.Heritage, M., Kim, J., Vendlinski, T., and Herman, J. (2009). From evidence to action: a transparent formative assessment process. Educational measures: issues and practices, 24-31. Kaftan, J.M., Buck, G.A., & Haack, A. (2006). Use formative assessments to individualize instruction and promote learning. Middle School Journal, 44-49. Position paper on assessment from the Third International Conference on Assessment for Learning. (2009). Third International Conference on Assessment for Learning. Dunedin, New Zealand.