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This article discusses the need for implementation of student-involved classroom assessment to aid in closing the achievement gap. The authors discuss how motivation occurs at both ends of the spectrum for learners; high achieving learners are motivated by their continued success while low achieving learners are motivated to give up as they have had few to little successful experiences in the classroom. The article goes on to discuss three methods of embedding students into the learning process that will prove to help them take ownership of their learning experience. The first is student involved classroom assessment. This tool allows students, "under the careful management of their teachers," to give input into how they will be assessed in the classroom. The second is student-involved record keeping. Here students are responsible for tracking their progress, allowing them to see and take charge of their personal growth in the classroom. Finally, student-involved communication is discussed. Students have the opportunity to advocate for themselves in setting such as parent/teacher conferences. The article also discusses four conditions that are necessary, in the opinion of the authors, to assist in closing the achievement gap.

I enjoyed this article, Jason, especially the premise that essentially enforcing the idea that students are underachieving as a whole by a set of arbitrary test scores can, consequently in some empirical cases, produce negative self-fulfilling prophecies in students' beliefs. This promotion of subconscious failing, if replicated and shown to be universally significant, holds dramatic implications. Looking back on my own experiences, Jason, I can remember the pride that I constantly felt in elementary school because we were known to be the leaders in our county; conversely though, if that were not the cause, I think it would be fair to conjecture that a pall of hopelessness may have replaced my academic banner of proverbial pride and high morale.