Motivation, Engagement & Assessment
-
date post
19-Oct-2014 -
Category
Documents
-
view
402 -
download
3
description
Transcript of Motivation, Engagement & Assessment
Motivation, Engagement &
AssessmentPresented by:
@jonathanvervaet
BCTF New Teachers Conference:
#bctfntc
“If students have not been told where they are going, it is
unlikely that they will arrive.” – Shirley Clark
Learning Intentions“I can find evidence of current
motivation and assessment research in my current
practice.”
Learning Intentions“I can become curious about
something in the research I want to inquire further into.”
Instructional Design
The 8 Cognitive Functions Good Readers Use
1. Setting a purpose / Reading with purpose in mind
2. Activating background knowledge to enhance understanding
3. Monitoring comprehension and awareness of how to repair comprehension problems
4. Determining what’s important
5. Making inferences and drawing conclusions
6. Visualizing mental images7. Synthesizing and accurately
summarizing information8. Making connections
Assessment for Learning
1. Learning Intentions2. Success Criteria
3. Descriptive Feedback4. Questioning
5. Peer / Self Assessment6. Ownership
FormativeOngoingUngraded and Descriptive (uses words)Provides feedback to students and teacher
Examples:-Oral questioning-Draft work-Reflections-Portfolio reviews-Peer / self assessments
SummativeOccurs at the end of a
learning progressionGraded to determine
achievement levelEvaluative
Examples:- Inquiry projects
- Presentations- Grade conferences- Portfolio reviews- Tests and quizzes
Assessment for Learning
1. Learning Intentions2. Success Criteria
3. Descriptive Feedback4. Questioning
5. Peer / Self Assessment6. Ownership
Learning Intentions: What are we
learning? Vs.
Learning Activities:
What are we doing?
Learning Intentions
I can statements… try and use child
friendly language separate from the
activity instructions make it visible discuss with students
why they are learning it
Most students canhit the target if they
can see it clearly and if it stays still.
-Rick Stiggins
Assessment for Learning
1. Learning Intentions2. Success Criteria
3. Descriptive Feedback4. Questioning
5. Peer / Self Assessment6. Ownership
Determine Acceptable Evidence
Performance Tasks
What does good look like?
What does good look like?
Success Criteria and the Use ofPerformance Standards
Beginning DevelopedAccomplishedExemplary
Reading Performance Standard Grade 2
If students don’t understand the words usedin the rubric,it might as well be written in a foreign language.
Assessment for Learning
1. Learning Intentions2. Success Criteria
3. Descriptive Feedback4. Questioning
5. Peer / Self Assessment6. Ownership
Formative Assessment=
Descriptive Feedback Informs the student
Informs the teacher
Informs Learning
Descriptive Feedback
Another way of thinking about feed back is…
What’s working?How do I know?
What’s not?Why not?
What’s next?What is the fix?
Carol Dweck (2006)
Csikzentmihalyi (1990)
Flow Theory – The exhilarating moments when
we feel in control, full of purpose, and in the zone.
Csikzentmihalyi (1990)
Skill Level
Challenge Level
Daniel Pink (2009)
Autonomy –over task, time, team, and technique.
Mastery – Becoming better at something that matters.
Purpose
• FrameworksFrameworks
Understanding by Design – Wiggins and McTighe
Enduring Understandings
Essential Questions
Deliberate use of Backward Design (UBD) for planning results in more clearly
defined goals, more appropriate assessments and more purposeful teaching.
Stages to Consider
1.Identify desired results.2.Determine acceptable
evidence.3.Plan learning experiences
and instruction.
Enduring Understandings are the “big ideas” of the curriculum. They are
more than goals for a unit or grade; they are the rationale for engaging in
discipline.
Essential Questions“The best questions serve not only to promote understanding of the content... they also spark connections and promote transfer of ideas.”
- Wiggins and McTighe
The Prescribed Learning Outcomes are the goals, not content coverage.
Use the textbook as a resource, not the syllabus.
Curriculum MappingLearning Intentions – PLOs
Big ideas / Enduring UnderstandingsEssential Questions
Concepts – Things to knowSkills / Strategies
Formative Assessments / Instructional ActivitiesSummative Assessment(s)
Resources
When we organize our curriculum conceptually around enduring understandings and/or
inquiry questions, we create a context for learning about ideas, concepts, and
interpretive literacy processes students need to become accomplished readers, writers, and
thinkers.
"We must constantly remind ourselves that the ultimate purpose of evaluation is to have students become self evaluating. If students graduate from our schools still dependent upon others to tell them when they are adequate, good, or excellent, then we’ve missed the whole point of what education is about.”
- Costa and Kallick (1992)
Contact Information
Jonathan VervaetEmail:
[email protected]: @jonathanvervaet
Blog: jonathanvervaet.wordpress.com