![Page 1: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/1.jpg)
Presented by:
Jonathan Vervaet@jonathanvervaet
September 18, 2014 - SFU
Assessment, Grading, Motivation and
Instruction
Disrupting commonly held assumptions…
![Page 2: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/2.jpg)
“Stories matter. Many stories matter.”
- Chimamanda Ngozi Adichie
![Page 3: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/3.jpg)
“If students have not been told where they are going, it is
unlikely that they will arrive.” – Shirley Clark
![Page 4: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/4.jpg)
Learning Intentions“I can find evidence of current
assessment research in my practice.”
![Page 5: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/5.jpg)
Learning Intentions“I can identify ways to use
assessment to inform my instructional decisions .”
![Page 6: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/6.jpg)
Learning Intentions“I can become curious about
something in the research I want to inquire further into.”
![Page 7: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/7.jpg)
“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
![Page 8: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/8.jpg)
HOW DO WE MAINTAIN AGENCY IN THE FACE OF EDUCATIONAL
CHANGE?
![Page 9: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/9.jpg)
The habit of critical reflection is crucial for teacher’s survival.
- Stephen Brookfield
![Page 10: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/10.jpg)
“a continuing reconstruction of
experience”
![Page 11: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/11.jpg)
By focusing on specific ideas and events, coupled with our
emotional reactions to them, we learn the
most about ourselves. - Brookfield
![Page 12: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/12.jpg)
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)
![Page 13: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/13.jpg)
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
![Page 14: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/14.jpg)
Reflection: How is seeing ourselves as learners important for us as teachers?
![Page 15: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/15.jpg)
Instructional Design
The Science of Learning
![Page 16: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/16.jpg)
Instructional Design
90% of what we know about the brain we have learned in approximately the last 2 years
![Page 17: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/17.jpg)
Instructional Design
The same will be true 10 years from now
![Page 18: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/18.jpg)
Motivation 2.0
True or False:
Rewarding an activity will get you more of it. Punishing an activity will get you less of it.
![Page 19: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/19.jpg)
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.
![Page 20: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/20.jpg)
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.
![Page 21: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/21.jpg)
Deci (1969) – Carnegie Melon
Soma Block Experiment
![Page 22: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/22.jpg)
Deci (1969)
Day 1 Day 2 Day 3
Group A No reward
CashReward
No reward
Group B No reward
No reward
No reward
![Page 23: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/23.jpg)
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.
![Page 24: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/24.jpg)
Commissioned vs. Non-Commissioned Art
![Page 25: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/25.jpg)
Blood Donations
![Page 26: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/26.jpg)
Rewards transforminteresting tasks into drudgery.
![Page 27: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/27.jpg)
Offering an award signals that the task is undesirable.
![Page 28: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/28.jpg)
Focus on Short Term vs. Long Term Benefits
![Page 29: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/29.jpg)
When goals are imposed and incentivized…
Focus is narrowed on achieving only that goal.
and…
![Page 30: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/30.jpg)
and…
Here’s the kicker…
![Page 31: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/31.jpg)
It leads to unethical behaviour in an attempt to
reach the goal.aka..
![Page 32: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/32.jpg)
Cheating…
![Page 33: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/33.jpg)
When rewards do work…With routine and mechanical tasks.
![Page 34: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/34.jpg)
You can’t undermine intrinsic motivation in
boring tasks.
![Page 35: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/35.jpg)
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?
![Page 36: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/36.jpg)
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.
![Page 37: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/37.jpg)
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.
![Page 38: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/38.jpg)
Carol Dweck (2006)
![Page 39: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/39.jpg)
Csikzentmihalyi (1990)
Flow Theory – The exhilarating moments when
we feel in control, full of purpose, and in the zone.
![Page 40: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/40.jpg)
Csikzentmihalyi (1990)
Skill Level
Challenge Level
![Page 41: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/41.jpg)
Daniel Pink (2009)
Autonomy –over task, time, team, and technique.
Mastery – Becoming better at something that matters.
Purpose
![Page 42: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/42.jpg)
G.O.S.S.I.P. StrategyGo out and selectively search for important
points.
![Page 43: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/43.jpg)
Strategy: Mining for Gold
![Page 44: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/44.jpg)
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.
![Page 45: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/45.jpg)
Marks or levels tell students more about their success or failure than about how to make progress in their learning.
“Is this for marks?”
![Page 46: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/46.jpg)
The Benefits of Formative Assessment
Constantly weighing the pig won’t make it fatter...
![Page 47: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/47.jpg)
Assessment is done
with, and not to,
students to help them
grow in their
learning.
![Page 48: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/48.jpg)
The Latin root word for assessment is "assidere" which means to sit beside.
![Page 49: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/49.jpg)
The Trouble with Marks
![Page 50: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/50.jpg)
The research shows very clearly that three things tend to happen
when students are encouraged to focus on
getting good grades.
![Page 51: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/51.jpg)
The first is that they become less
excited about the learning
itself.
![Page 52: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/52.jpg)
The second is that they tend to become less
likely to think deeply.
![Page 53: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/53.jpg)
The third thing that happens is when you get kids focused
on grades they pick the easiest possible task
when given a choice.
![Page 54: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/54.jpg)
— not because they’re lazy,
because they’re
rational.
![Page 55: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/55.jpg)
Marks or levels tell students more about their success or failure than about how to make progress in their learning.
“Is this for marks?”
![Page 56: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/56.jpg)
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?”
![Page 57: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/57.jpg)
Core Competencies
The Ministry has defined three core competencies at the centre of the curriculum and assessment redesign:
![Page 58: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/58.jpg)
Core Competencies
Thinking competency
Communication competency
Social and Personal competency
![Page 59: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/59.jpg)
Core Competencies
Table Talk:
How might these competencies be addressed in different subject areas at different grade levels?
![Page 60: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/60.jpg)
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.
)
![Page 61: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/61.jpg)
"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)
![Page 62: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/62.jpg)
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
![Page 63: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/63.jpg)
![Page 64: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/64.jpg)
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)
![Page 65: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/65.jpg)
“Mistakes are not mistakes; they are calibrations for the mind.”
- Jane A. Kearns
![Page 66: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/66.jpg)
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
![Page 67: Assessment, Grading, Motivation and Instruction](https://reader034.vdocuments.us/reader034/viewer/2022050807/54628399af7959aa3d8b7b60/html5/thumbnails/67.jpg)
“I’m still learning.”- Michelangelo, Age 87