Transcript Assessment PowerPoint

Assessment and Student
Motivation
How can I use
assessment to
improve student
motivation and
success?
Assessment Sort
Formative?
Summative?
“When the cook tastes the soup,
that’s formative; when the guests
taste the soup, that’s summative.”
-Robert Stakes
Assessment Sort
Formative?
Summative?
Both?
NC Summative Assessments
http://www.ncpublicschools.org/accountability/testing/
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NC End-of-Course Tests (High School Courses)
NC End-of-Grade Tests (Grades 3-8)
NC Final Exams
CTE Post Assessments
Analysis of Student Work (Arts, WL, Healthful
Living)
• ACT/PLAN
Formative Assessment
Formative assessment is a process used by
teachers and students during instruction
that provides feedback to adjust ongoing
teaching and learning to help students
improve their achievement of intended
instructional outcomes.
(Council of Chief State School Officers, 2008)
Motivating Students
Through Assessment
Where am I going?
Strategies
Provide a clear and
understandable vision of the
Learning Target.
Use examples of strong and
weak work.
Misconception!
Informing students of the
learning target by telling
them what it is or by writing
it on the board is sufficient.
Misconception!
Sharing a rubric with
students will ensure they
understand the criteria for
success.
https://www.teachingchannel.org/videos/qualityevidence-rubric-student-assessment
Motivation Connection
Self-efficacy: Students’ belief
that they can be successful at a
particular task
“Students who have self-efficacy
are more likely to persist in their
work and especially…in the face of
challenge”
– Susan Brookhart
Where am I now?
As teachers we must ask:
How will I know if my students
“get it”?
How will my students know if they
“get it”?
https://www.teachingchannel.org/videos/infor
mal-assessment-strategies
Strategies
• Offer regular descriptive
feedback.
• Teach students to self-assess
and set goals.
Misconception!
• An abundance of evaluative
feedback encourages
students to be successful.
Misconception!
• Student self-assessment
means students grade their
own work.
Is it Effective Feedback?
• Improved student work
• Better student motivation
• Feedback is valued and viewed as
productive.
Questioning Misconceptions
• The primary purpose for questioning
students is to evaluate what they have
learned.
• Asking good questions is something
teachers can do naturally, “on the fly.”
• Quality, formative discussions are the
rule of thumb rather than the
exception to the rule in the classroom.
Wait Time is Important!
Motivation Connection
Knowing the distance between where
you are and where you want to be
and can be is a fundamental
motivational principle.
- Locke & Latham, 2002
How do I close the
gap?
“Just as regularly checking your blood
pressure does little to improve your
health if you do nothing with the
information gained, what matters
most with formative assessments is
how students and teachers use the
results.”
- Thomas R. Guskey
Strategies
 Design lessons to focus on one aspect
of quality at a time.
 Teach students focused revision.
 Engage students in self-reflection and
let them document and share their
learning.
What do we do if they
don’t “get it”?
• Present the concepts differently.
• Engage students differently in
learning.
• Provide students with a
successful learning experience!
The Stoplight Method
https://www.teachingchannel.org/videos/dailylesson-assessment
Contact Information
Amy Laughter
Regional Education Facilitator,
NCDPI
[email protected]
Sources
Chappius, J. (2005). Helping students understand
assessment. Educational Leadership, 63(3), 39-43.
Chappius, S. (2008). The best value in formative
assessment. Educational Leadership, 65(4), 14-19.
Guskey, T.R. (2008). The rest of the story. Educational
Leadership, 65(4), 28-35.
Moss, C., & Brookhart, S. (2009). Advancing formative
assessment in every classroom. Alexandria, Va.:
ASCD.