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Presented by:
Jonathan Vervaet@jonathanvervaet
September 18, 2014 - SFU
Assessment, Grading, Motivation and
Instruction
Disrupting commonly held assumptions…
“Stories matter. Many stories matter.”
- Chimamanda Ngozi Adichie
“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
assessment research in my practice.”
Learning Intentions“I can identify ways to use
assessment to inform my instructional decisions .”
Learning Intentions“I can become curious about
something in the research I want to inquire further into.”
“Assessment is the beginning and the end of my teaching. It defines my culture, my relationships, my learning community, my values, and my beliefs about teaching and learning.” - Matt Rosati
HOW DO WE MAINTAIN AGENCY IN THE FACE OF EDUCATIONAL
CHANGE?
The habit of critical reflection is crucial for teacher’s survival.
- Stephen Brookfield
“a continuing reconstruction of
experience”
By focusing on specific ideas and events, coupled with our
emotional reactions to them, we learn the
most about ourselves. - Brookfield
How the worlds best schools come out on top.
1.Get the right people to become teachers.2.Develop them to be effective.*3.Ensure the system is able to deliver the best
possible instruction for every child.
* Coaching classroom practice.• Move teacher training to the classroom.• Strong School Leaders• Teachers learn from each other –
Professional Learning Communities (PLCs)
How the worlds best schools come out on top.
Individual Teachers•Aware of areas to grow in their practice•Gain understanding of best practice that is
research based (meta-analysis)•Are motivated to improve•Have high expectations•Shared purpose
Reflection: How is seeing ourselves as learners important for us as teachers?
Instructional Design
The Science of Learning
Instructional Design
90% of what we know about the brain we have learned in approximately the last 2 years
Instructional Design
The same will be true 10 years from now
Motivation 2.0
True or False:
Rewarding an activity will get you more of it. Punishing an activity will get you less of it.
Harlow (1949)
Radical finding, there was a third drive.
The performance of the task provided intrinsic reward.
The monkeys solved the problem simply because they found it gratifying to solve
the puzzle.
2Harlow (1949)
Rewarded the monkey with raisons.
“Introduction of food in the present experiment served to disrupt performance, a phenomena not
reported in the literature.”
The monkeys made more errors and solved the puzzles less frequently.
Deci (1969) – Carnegie Melon
Soma Block Experiment
Deci (1969)
Day 1 Day 2 Day 3
Group A No reward
CashReward
No reward
Group B No reward
No reward
No reward
Deci (1969) – Carnegie Melon
Soma Block Experiment
“When money is used as an extrinsic reward for some activity, the subjects lose intrinsic interest for the activity.” Rewards give you a short term boost, but the effect wears off and can reduce long term
motivation.
Commissioned vs. Non-Commissioned Art
Blood Donations
Rewards transforminteresting tasks into drudgery.
Offering an award signals that the task is undesirable.
Focus on Short Term vs. Long Term Benefits
When goals are imposed and incentivized…
Focus is narrowed on achieving only that goal.
and…
and…
Here’s the kicker…
It leads to unethical behaviour in an attempt to
reach the goal.aka..
Cheating…
When rewards do work…With routine and mechanical tasks.
You can’t undermine intrinsic motivation in
boring tasks.
If it is true that carrot and stick motivators don’t
work and often do harm, what are the implications for us as teachers in our grading and assessment
practices?
Carol Dweck (2006)
Fixed vs. Growth Mindset.
Fixed – Believe they have to work with whatever intelligence they have because it
can’t be increased.
They resist novel challenges if they can’t succeed immediately.
They’d rather not try than be perceived as dumb.
Carol Dweck (2006)
Fixed vs. Growth Mindset.
Growth – Believe intelligence can be built through life.
See working harder as a way to improve.
They persist and try a wide variety of solutions when given novel tasks.
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
G.O.S.S.I.P. StrategyGo out and selectively search for important
points.
Strategy: Mining for Gold
A/B Partner – Mining for Gold
A – says what the most important idea was from the reading.
B – asks “Why is that important?”A – answers and explains.
B – again, asks “Why is that important?”
Do this until A can synthesize thought to a single word or phrase;
The NUGGET.Repeat for partner B.
Marks or levels tell students more about their success or failure than about how to make progress in their learning.
“Is this for marks?”
The Benefits of Formative Assessment
Constantly weighing the pig won’t make it fatter...
Assessment is done
with, and not to,
students to help them
grow in their
learning.
The Latin root word for assessment is "assidere" which means to sit beside.
The Trouble with Marks
The research shows very clearly that three things tend to happen
when students are encouraged to focus on
getting good grades.
The first is that they become less
excited about the learning
itself.
The second is that they tend to become less
likely to think deeply.
The third thing that happens is when you get kids focused
on grades they pick the easiest possible task
when given a choice.
— not because they’re lazy,
because they’re
rational.
Marks or levels tell students more about their success or failure than about how to make progress in their learning.
“Is this for marks?”
If you are going to put a mark on a piece of work, you are wasting your time writing descriptive feedback comments.
“Is this for marks?”
Core Competencies
The Ministry has defined three core competencies at the centre of the curriculum and assessment redesign:
Core Competencies
Thinking competency
Communication competency
Social and Personal competency
Core Competencies
Table Talk:
How might these competencies be addressed in different subject areas at different grade levels?
Principles for Classroom Assessment
Students should be part of the assessment process and involved in setting criteria, setting their own learning goals and designing demonstrations.
)
"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)
The Paradigm Shift
• Learning vs. Teaching• Outcomes / Standards vs. Tasks• Quality vs. Quantity• If students learn vs. When students learn• Confidence vs. Anxiety• Practice vs. One Chance• Improvement vs. Coverage
Tom Schimmer
Teaching is not rocket science. It is, in fact, far more complex and demanding work than rocket science.
- Richard Elmore (Professor of Education Leadership at Harvard Graduate School of Education)
“Mistakes are not mistakes; they are calibrations for the mind.”
- Jane A. Kearns
Relationships are all there is. Everything in the universe only exists because it is in relationship to everything else. Nothing exists in isolation. We have to stop pretending we are individuals who can go it alone.
- M. Wheatley
“I’m still learning.”- Michelangelo, Age 87