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Motivation &
Assessment for
Learning
Presented by:
Jonathan Vervaet
@jonathanvervaet
September 27th, 2013
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.”
Learning Intentions
“I can outline the key principals
of AFL and articulate what that
looks like in practice.”
Proficient Readers
Research
Successful readers
– regardless of age
– are active,
purposeful,
strategic, and
metacognitive.
Proficient Readers
Research
They construct
meaning and learn
from text by using
cognitive strategies
before, during, and
after reading.
“No matter what
grade level you teach,
no matter what
content you teach, no
matter what you teach
with, your goal is to
improve students’
comprehension and
understanding.”
“Student learning
is enhanced
when teachers
at all grades,
teaching all
subjects, see
themselves as
teachers of
literacy.”
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 images
7. Synthesizing and accurately
summarizing information
8. Making connections
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
Motivation:
The Surprising
Truth About
What Motivates Us
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.
2
Harlow (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.
Rewards transform
interesting 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…
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.
Langely Fundamental Middle and Highschool   September 26, 2013
Langely Fundamental Middle and Highschool   September 26, 2013
Langely Fundamental Middle and Highschool   September 26, 2013
The Latin root word for assessment is
"assidere" which means to sit beside.
Assessment
is done
with, and
not to,
students to
help them
grow in
their
learning.
Our Traditional System
• Students are penalized if the don’t learn fast
enough... Even though we know learning is
an individual / developmental process.
• What you do at the beginning of the course
will always count against you... Despite the
fact the student might now understand what
they did wrong and how to prevent it in the
future.
• Grades include all student attributes... Even
though we know grades should reflect the
student’s ability to meet PLOs.
Inside the Black Box: Raising
Standards Through Classroom
Assessment
When carried out effectively, informal
classroom assessment
with constructive feedback will raise
levels of attainment.
We know from research that effective
assessment for learning can
Improve student achievement
substantially, and helps low achievers the
most.
Source: Black and William, Inside the Black Box 1998
The effect sizes, that is the student gains in
learning triggered by formative assessment,
were among the largest ever reported for
educational interventions.
Source: Black and William, Inside the Black Box 1998
Assessment for Learning
1. Learning Intentions
2. Success Criteria
3. Descriptive Feedback
4. Questioning
5. Peer / Self Assessment
6. Ownership
Formative
Ongoing
Ungraded and Descriptive
(uses words)
Provides feedback to
students and teacher
Examples:
-Oral questioning
-Draft work
-Reflections
-Portfolio reviews
-Peer / self assessments
Summative
Occurs at the end of a
learning progression
Graded to determine
achievement level
Evaluative
Examples:
-Inquiry projects
-Presentations
-Grade conferences
-Portfolio reviews
-Tests and quizzes
Assessment for Learning
1. Learning Intentions
2. Success Criteria
3. Descriptive Feedback
4. Questioning
5. Peer / Self Assessment
6. 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
Determine
Acceptable Evidence
Performance
Tasks
What does good look like?
What
does
good look
Success Criteria
and the Use of
Performance
Standards
Beginning
Developed
Accomplished
Exemplary
Reading Performance Standard
Grade 2
Thinking Rubric: Grade 9
Assignment:
Name:
Aspect Approaching
Expectations
Meeting
Expectations
Fully Meeting
Expectations
Exceeding
Expectations
Meaning
Purpose
Ideas and
information;
use of details
Purpose is
unclear;
unfocused.
Details,
examples and
quotations are
missing or are
not clearly
linked to topic.
Purpose is clear;
may lose focus.
Accurate details,
examples and
quotations; may
not clearly link to
the purpose.
Mainly summary
and may rely on
general
knowledge or
emotion.
Purpose is clear;
focus is kept
throughout.
Accurate details,
examples and
quotations
clearly linked to
topic with
conclusions or
opinions
attempted.
Purpose and focus
are clear
throughout the
entire assignment.
Details, examples
and quotations are
fully explained
with logical
conclusions or
opinions.
Connections /
Conclusions
Connections
Conclusions
Connections
between ideas
are missing or
very weak.
No conclusions
attempted or
arrived at.
Connections
between ideas
are attempted,
but weak /
simplistic.
Little or no
attempt at
conclusions
about the topic.
Makes clear
connections
between ideas
beyond the
obvious.
Has attempted
to come to
conclusions
about the topic.
Can relate the
topic to a broader
idea or other
situations. Makes
meaningful and
deep connections
throughout.
Has come to clear
and concise
conclusions about
the topic
Comments / Suggestions:
Summative Assessment Rubric: Athenian Democracy
Is justice / freedom key for a society to be civilized?
Approaching
Expectations
Meeting
Expectations
Fully Meeting
Expectations
Exceeding
Expectations
Snapshot Does not accomplish
the basic task; may be
flawed or incomplete.
Ideas may be
misinterpreted or
overly simplistic.
Accomplishes the
purpose at a basic
level with some gaps.
Ideas are minimal
and lack support.
Accomplishes the
purpose showing
some complexity
and maturity. Ideas
are clear and well-
developed .
Exceeds the
requirements of the
task, showing
complexity and
maturity. Ideas are
thoroughly
developed, specific
and economical.
Meaning
-Focus
-Understand
-Development
- Specific
details/support
· Lacks focus and
purpose
· Minimal
understanding of
topic
· Inadequate
development
· Some focus
around a
specific topic;
purpose may be
unclear
· Basic
understanding
with minimal
analysis
· Development
and support are
evident but
simplistic
· Clearly focused
around a
specific
purpose,
audience
· Understanding
and analysis
are generally
evident
· Tightly focused
around a
specific topic,
purpose,
audience
· Interpretation
and analysis
demonstrate
control and
complexity
Support
-Detailed and
specific
information to
support argument
· Limited recall of
factual content
(lacks
details/support)
· May not be
clearly linked to
the topic
· Minimal recall
of
support/details
· References
need further
explanation.
· Ideas are
clearly
developed and
explained with
appropriate
support.
· Ideas are
thoroughly
developed,
strongly
supported,
well explained.
I can describe the development of Athenian democracy and compare it to
democracy in the present day.
I can describe how Athenian democracy is a reflection of Athenian values.
Comments:
Summative Assessment Rubric: The Russian Revolution
Approaching
Expectations
Meeting
Expectations
Fully Meeting
Expectations
Exceeding
Expectations
Snapshot Does not
accomplish the
basic task; may
be flawed or
incomplete.
Ideas may be
misinterpreted
or overly
simplistic.
Accomplishes
the purpose at
a basic level
with some
gaps. Ideas are
minimal and
lack support.
Accomplishes
the purpose
showing some
complexity
and maturity.
Ideas are clear
and well-
developed.
Exceeds the
requirements
of the task,
showing
complexity
and maturity.
Ideas are
thoroughly
developed,
specific and
economical.
Comprehension
-Identify main
ideas
- Define key
terms or
phrases
Struggles to
identify some
main ideas; skips
over difficult
parts; doesn’t
define key terms
or phrases.
Identifies some
main ideas,
may skip over
some parts;
attempts to
define some
key terms or
phrases.
Clearly and
accurately
identifies most
of the main
ideas; defines
most key
terms or
phrases.
Accurately
identifies the
main ideas;
defines all key
terms and
phrases.
Makes logical
connections to
other key
events in the
Russian
Revolution.
Makes few or no
connections to
other key events
in the Russian
Revolution.
Makes some
connections to
other key
events in the
Russian
Revolution.
Makes logical
connections to
other key
events in the
Russian
Revolution.
Makes
insightful and
original
connections to
other key
events in the
Russian
Revolution.
Comments:
Quick Scale: Reading Literature (Grades 10-12)
Comments:
Aspect Approaching
Expectations
(I range)
Minimally Meeting
Expectations
(C- to C range)
Fully Meeting
Expectations
(C+ to B+ range)
Exceeding
Expectations
(A range)
SNAPSHOT
You offer an illogical
and/or underdeveloped
explanation and
interpretation of texts.
You offer a limited or
surface-level
explanation and
interpretation of texts.
You offer a logical
explanation and
interpretation of texts.
You offer an analytic,
thorough explanation
and interpretation of
texts.
EXPLAIN
àshow your
work
Even though I am
thinking, I have difficulty
and/or don’t understand
how to explain or give
examples about my
process.
I can attempt to explain
my thinking, but have
trouble clarifying my
process. I may use
examples, but they may
be limited.
I can explain my thinking
process and use specific
examples.
I can explain my thinking
process in detail,
including the small steps
or subtleties in my
process.
COMPREHEND
àwho, what,
when, where
and how
(W4
H): context
Even though I can
identify the W
4
H, I may
misread, confuse and/or
omit some key elements.
My examples may be
limited or flawed.
I can identify the W
4
H
and attempt to explain a
basic understanding of
their relationship.
I can use some examples.
I can identify and explain
the relationships
between the W
4
H.
I can use explicit
examples.
I can identify and explain
the relationships and
subtleties between and
amongst the W
4
H.
I can effectively use
explicit and/or implicit
examples.
CONNECT
àtext to self,
text to text,
text to world
Even though I attempt to
make connections, they
may be flawed,
irrelevant, and/or
incomplete.
My examples may be
limited, flawed and/or
unjustifiable.
I can establish and may
be able to explain basic
connections between the
text and myself, other
texts and/or the world.
I can use some examples.
I can establish and
explain clear connections
between the text and
myself, other texts
and/or the world.
I can use explicit
examples.
I can establish and
synthesize insightful
connections between the
text and myself, other
texts and/or the world.
I can effectively use
explicit and/or implicit
examples.
INTERPRET
àthe “why?”,
drawing
conclusions:
inferences
BK + TE = I
Even though I attempt to
use my background
knowledge and/or
evidence from the text,
my interpretations may
be general, unsupported
and/or irrelevant.
I can use my background
knowledge and/or
evidence from the text to
make simple and/or
obvious interpretations.
I can use my background
knowledge and/or
evidence from the text to
make clear, logical
interpretations.
I can effectively use my
background knowledge
and/or evidence from
the text to make
thoughtful, insightful
interpretations.
If students don’t
understand the
words used
in the rubric,
it might as
well be
written in a
foreign language.
Design
Activities to
have students
“translate”
performance
standards into
student friendly
language.
Langely Fundamental Middle and Highschool   September 26, 2013
Keep the Language
Consistent across Rubrics
Assessment for Learning
1. Learning Intentions
2. Success Criteria
3. Descriptive Feedback
4. Questioning
5. Peer / Self Assessment
6. 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?
Self and Peer Assessment
Student self-reflection on the helpfulness of
feedback
Assessment for Learning
1. Learning Intentions
2. Success Criteria
3. Descriptive Feedback
4. Questioning
5. Peer / Self Assessment
6. Ownership
Metacognition
Thinking about thinking…
Self monitoring and regulation.
Reflection:
I used to think…
But now I think…
Langely Fundamental Middle and Highschool   September 26, 2013
Portfolio Collection
Criteria for Selection Samples of Work
Process: Choose an assignment that
had a number of steps you had to
complete in order to be successful.
Improvement: These assignments
should clearly show improvement in
some area of your learning. You may
wish to compare two assignments.
Perseverance: These are assignments
that at first you found difficult but
worked hard at, without giving up,
and eventually were successful.
Risk Taking: These are assignments
in which you moved out of your
comfort zone and tried something new
or unexpected.
Favourite: These are your favourite
assignments you completed in this
period of time.
Something of Personal
Significance: These are any
assignments that are significant to you
in anyway.
Burn it: This is an assignment that
you wish you could burn and never
look at again.
Student Reflection Sheet
Assignment Title: Date:
The attached evidence is (ex. first draft, outline, notes, brainstorming, reflection,
WIN, project, reading log etc.):
This piece of work shows:
___ a process
___ improvement
___ perseverance
___ risk taking
___ one of my favourites
___ something of personal significance
___ something to burn!
How does this piece of work meet the criteria?
Two or three reasons I chose to highlight this piece in my portfolio are:
Some things I learned by completing this assignment are:
If I were to do this assignment again I would:
Curriculum Map
Unit of Study
Learning
Intentions –
PLOs
Big Ideas /
Enduring
Understandings
Essential ?s
Concepts
(What students
need to know)
Skills &
Strategies
Speaking and
Listening:
Reading and
Viewing:
Writing and
Representing:
Metacognition:
Formative
Assessments /
Instructional
Activities
Summative
Assessments
Resources
Adapted from Pulling Together: Integrating Inquiry, Assessment, and Instruction in Today's
English Classroom by Leyton Schnellert, Mehjabeen Datoo, Krista Ediger, Joanne Panas
Comparative Civilizations 12 Curriculum Map
Questions to Consider in the Course:
What is the goal of life?
What role does happiness play in civilizations?
What does it mean to be human and happy?
Is vulnerability at the root of happiness? (See Brene Brown Ted Talk)
Where is the balance between technological advancement and the effect on mother nature?
Why are pluralism and tolerance essential for civilization?
Is justice a key component in civilization?
Is our pride in human achievement blinding us to the eventual end of Western Civilization?
Unit of Study Introduction to Civilizations Ancient Egypt: An Inquiry Approach Greece
Learning Statements PLOs I can describe concepts that define
the studies of civilizations.
I can analyse elements and
characteristics that contribute to the
identity of civilizations.
I can using a variety of primary and
secondary sources and strategies in
research, such as the Internet, texts,
artefacts, visual sources, and literature
I can develop and defend a position
by establishing a thesis, taking a side,
providing supporting evidence, and
using a variety of sources to support
research
I can communicate my knowledge
and understanding about civilizations
by using effective written, oral, and
graphic communication skills.
I can describe the significance of the
following to the study of civilizations:
I can research through the use of a
variety of primary and secondary
sources (e.g., artefacts, artworks,
literature, oral tradition)
I can describe the philosophical
viewpoints of various cultures with
regard to universal concepts of life
(e.g., love, death, time, space, nature,
war and conflict, peace, prosperity,
eternity/afterlife)
I can analyse the influence of the
natural environment on the
development and identity of Greek
civilization.
I can examine a variety of artistic works
(statues) with regards to:
- influences
- materials/techniques
- purpose
I can analyze how the arts express a
civilizations’ cultural elements
I can describe the development of
Athenian democracy and compare it
to democracy in the present day.
I can describe how Athenian
democracy is a reflection of Athenian
values.
I can describe the role of philosophical
ideas in the development of western
culture.
I can analyse how cultural values and
ideas are transmitted over time.
English 10 Curriculum Map
Unit of Study A Quest Toward
Perfection: Dystopian
Literature
Inevitability and
Fate: From Teen to
Adulthood
Is the Grass Going to
be Greener?: Hope for
Future Generations
Learning Intentions
I can interact and collaborate in pairs
and groups to
- understand the perspectives of others
- comprehend and respond to a
variety of texts
During reading, I can select and use a
range of strategies to construct,
monitor, and confirm
meaning, including:
- making connections
– making inferences and drawing
conclusions
I can write purposeful information texts
that express ideas and information to
– explore and respond
– analyse and explain
– speculate and consider
– argue and persuade
Big Ideas /
Enduring
Understandings
We use dialogue and discussion to
develop, synthesize and clarify ideas.
An understanding of literature is key to
an understanding of oneself, one’s
community, and the world.
We need to reflect on, monitor, and
regulate our own learning in order to
improve.
Speaking and listening, reading and
viewing and writing and representing
are recursive / iterative processes.
Our cultural, historical, political and
social backgrounds influence our
attitudes.
A good thinker uses interpretations,
analysis, synthesis and evaluation to
deepen and enhance understanding.
Reading the world always precedes
reading the word.
We need to reflect on, monitor, and
regulate our own learning in order to
improve.
Our cultural, historical, political and
social backgrounds influence our
attitudes about the world.
We need to reflect on, monitor, and
regulate our own learning in order to
improve.
What will tomorrow look like? Is fate inevitable? Where is the basis for hope in the
Social Studies 9 Curriculum Map
Unit of Study Identity From Exploration to
Colonialism
Modern Canada: A
Reflection of its Past
PLOs I can assess how identity is shaped by:
- family
- gender
- belief
- ethnicity
- nationality
I can describe the daily life in
Aboriginal communities.
I can analyse the reasons for initial
exploration and settlement of North
America.
I can analyse the relationship between
Aboriginal people and Europeans.
I can assess how economic systems
contributed to the development of
Canada.
I can analyse the effects of colonialism
on trade and conflict.
I can assess the impact of the fur trade
on exploration and settlement.
I can analyse the roots of present-day
regional, cultural and social issues
within Canada.
I can investigate to roots of Canada’s
political and legal systems, including
the development of two legal systems
from two cultures.
Big Ideas / Enduring
Understandings
Identity is shaped by many different
and connecting factors. It is used to
identify one as distinct from others and
also as part of a homogenous group.
Artistic expression is a reflection of the
society in which it was created.
Colonialism exploits natural resources.
Early contact allowed for an exchange
of technologies and goods.
Present day institutions are based in the
past.
Essential ?s What makes us who we are?
How is art a reflection of culture?
What role does ethnicity play when
people interact?
Why do people explore?
What is at the root of conflict?
How do people make decisions?
How does a desire for power and
wealth affect relationships?
What do we see in our society today
that is clearly influenced by our history?
What can we expect in our future
based on where we’ve been in the
past?
Concepts (What students
need to know)
Identity
Nationality
Ethnicity
Heterogeneous vs. Homogeneous
Cultures
How the Renaissance influenced
exploration
Ethnocentrism
Colonization – The movement of
people into a new area with the intent
of developing the economy, religion
and culture primarily for the benefit of
its members back home.
Mercantilism
Colony
Mother country
Theocracy
Anglophone / Francophone
Separatist
Referendum
Social Studies 9: Final Project
Enduring Understandings Learning Intentions Essential Questions
Identity is shaped by many different
and connecting factors. It is used to
identify one as distinct from others
and also as part of a homogenous
group.
I can assess how identity is shaped by:
- family
- gender
- belief
- ethnicity
- nationality
What makes us who we are?
How is art a reflection of culture?
What role does ethnicity play when
people interact?
Colonialism exploits natural resources.
Early contact allowed for an
exchange of technologies and
goods.
I can analyse the reasons for initial
exploration and settlement of North
America.
I can analyse the relationship between
Aboriginal people and Europeans.
I can assess how economic systems
contributed to the development of
Canada.
I can analyse the effects of colonialism
on trade and conflict.
I can assess the impact of the fur trade
on exploration and settlement.
Why do people explore?
What is at the root of conflict?
How do people make decisions?
How does a desire for power and
wealth affect relationships?
Present day institutions are based in
the past.
Institutions and ideas are rooted in
historical struggles / accomplishments
I can analyse the roots of present-day
regional, cultural and social issues
within Canada.
What do we see in our society today
that is clearly influenced by our history?
What can we expect in our future
based on where we’ve been in the
past?
People are generally capable of
improving themselves and their lives.
As ideas of around rights develop
people are more likely to attempt to
fight for those rights in the form of
armed revolts.
Science is used to uncover / discover
the natural of human behaviour.
I can analyse the ideas of the
Enlightenment thinkers and speculate
how their ideas can contribute to
revolution and conflict.
Are rules necessary for civilized
societies to exist?
Are people generally good or bad?
Change in history is often rooted in
violence.
The average citizen in society has a
powerful voice.
I can analyse the factors that
contribute to revolution and conflict.
I can analyse the contribution of the
American, English and French
Revolutions in the development of
democratic concepts.
What constitutes a Rebellious Act?
Do people have the right to rebel
against a government they don’t like?
What are the roots of democracy?
When is democracy actually
democratic?
Does democracy exist?
Is democracy realistically attainable?
Is democracy necessary to ensure the
rights of people are upheld?
How much violence is justified in
securing a better future?
Langely Fundamental Middle and Highschool   September 26, 2013
"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)
“We know that sustained, collaborative,
inquiry based professional development
can help teachers develop new
understandings and approaches.”
Grade wide, interdisciplinary teaching
teams working on shared goals can make
a significant difference in student
learning.
Contact Information
Jonathan Vervaet
Email: jonathanvervaet@gmail.com
Twitter: @jonathanvervaet
Blog: jonathanvervaet.wordpress.com

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Langely Fundamental Middle and Highschool September 26, 2013

  • 1. Motivation & Assessment for Learning Presented by: Jonathan Vervaet @jonathanvervaet September 27th, 2013
  • 2. Learning Intentions “I can find evidence of current motivation and assessment research in my current practice.”
  • 3. Learning Intentions “I can become curious about something in the research I want to inquire further into.”
  • 4. Learning Intentions “I can outline the key principals of AFL and articulate what that looks like in practice.”
  • 5. Proficient Readers Research Successful readers – regardless of age – are active, purposeful, strategic, and metacognitive.
  • 6. Proficient Readers Research They construct meaning and learn from text by using cognitive strategies before, during, and after reading.
  • 7. “No matter what grade level you teach, no matter what content you teach, no matter what you teach with, your goal is to improve students’ comprehension and understanding.”
  • 8. “Student learning is enhanced when teachers at all grades, teaching all subjects, see themselves as teachers of literacy.”
  • 9. Instructional Design The 8 Cognitive Functions Good Readers Use
  • 10. 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
  • 11. 5. Making inferences and drawing conclusions 6. Visualizing mental images 7. Synthesizing and accurately summarizing information 8. Making connections
  • 13. Csikzentmihalyi (1990) Flow Theory – The exhilarating moments when we feel in control, full of purpose, and in the zone.
  • 15. Daniel Pink (2009) Autonomy –over task, time, team, and technique. Mastery – Becoming better at something that matters. Purpose
  • 17. 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.
  • 18. 2 Harlow (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.
  • 20. Offering an award signals that the task is undesirable.
  • 21. Focus on Short Term vs. Long Term Benefits
  • 22. When goals are imposed and incentivized… Focus is narrowed on achieving only that goal.
  • 24. It leads to unethical behaviour in an attempt to reach the goal. aka..
  • 26. When rewards do work… With routine and mechanical tasks.
  • 27. You can’t undermine intrinsic motivation in boring tasks.
  • 31. The Latin root word for assessment is "assidere" which means to sit beside.
  • 32. Assessment is done with, and not to, students to help them grow in their learning.
  • 33. Our Traditional System • Students are penalized if the don’t learn fast enough... Even though we know learning is an individual / developmental process. • What you do at the beginning of the course will always count against you... Despite the fact the student might now understand what they did wrong and how to prevent it in the future. • Grades include all student attributes... Even though we know grades should reflect the student’s ability to meet PLOs.
  • 34. Inside the Black Box: Raising Standards Through Classroom Assessment
  • 35. When carried out effectively, informal classroom assessment with constructive feedback will raise levels of attainment. We know from research that effective assessment for learning can Improve student achievement substantially, and helps low achievers the most. Source: Black and William, Inside the Black Box 1998
  • 36. The effect sizes, that is the student gains in learning triggered by formative assessment, were among the largest ever reported for educational interventions. Source: Black and William, Inside the Black Box 1998
  • 37. Assessment for Learning 1. Learning Intentions 2. Success Criteria 3. Descriptive Feedback 4. Questioning 5. Peer / Self Assessment 6. Ownership
  • 38. Formative Ongoing Ungraded and Descriptive (uses words) Provides feedback to students and teacher Examples: -Oral questioning -Draft work -Reflections -Portfolio reviews -Peer / self assessments Summative Occurs at the end of a learning progression Graded to determine achievement level Evaluative Examples: -Inquiry projects -Presentations -Grade conferences -Portfolio reviews -Tests and quizzes
  • 39. Assessment for Learning 1. Learning Intentions 2. Success Criteria 3. Descriptive Feedback 4. Questioning 5. Peer / Self Assessment 6. Ownership
  • 41. 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
  • 44. What does good look like? What does good look
  • 45. Success Criteria and the Use of Performance Standards
  • 48. Thinking Rubric: Grade 9 Assignment: Name: Aspect Approaching Expectations Meeting Expectations Fully Meeting Expectations Exceeding Expectations Meaning Purpose Ideas and information; use of details Purpose is unclear; unfocused. Details, examples and quotations are missing or are not clearly linked to topic. Purpose is clear; may lose focus. Accurate details, examples and quotations; may not clearly link to the purpose. Mainly summary and may rely on general knowledge or emotion. Purpose is clear; focus is kept throughout. Accurate details, examples and quotations clearly linked to topic with conclusions or opinions attempted. Purpose and focus are clear throughout the entire assignment. Details, examples and quotations are fully explained with logical conclusions or opinions. Connections / Conclusions Connections Conclusions Connections between ideas are missing or very weak. No conclusions attempted or arrived at. Connections between ideas are attempted, but weak / simplistic. Little or no attempt at conclusions about the topic. Makes clear connections between ideas beyond the obvious. Has attempted to come to conclusions about the topic. Can relate the topic to a broader idea or other situations. Makes meaningful and deep connections throughout. Has come to clear and concise conclusions about the topic Comments / Suggestions:
  • 49. Summative Assessment Rubric: Athenian Democracy Is justice / freedom key for a society to be civilized? Approaching Expectations Meeting Expectations Fully Meeting Expectations Exceeding Expectations Snapshot Does not accomplish the basic task; may be flawed or incomplete. Ideas may be misinterpreted or overly simplistic. Accomplishes the purpose at a basic level with some gaps. Ideas are minimal and lack support. Accomplishes the purpose showing some complexity and maturity. Ideas are clear and well- developed . Exceeds the requirements of the task, showing complexity and maturity. Ideas are thoroughly developed, specific and economical. Meaning -Focus -Understand -Development - Specific details/support · Lacks focus and purpose · Minimal understanding of topic · Inadequate development · Some focus around a specific topic; purpose may be unclear · Basic understanding with minimal analysis · Development and support are evident but simplistic · Clearly focused around a specific purpose, audience · Understanding and analysis are generally evident · Tightly focused around a specific topic, purpose, audience · Interpretation and analysis demonstrate control and complexity Support -Detailed and specific information to support argument · Limited recall of factual content (lacks details/support) · May not be clearly linked to the topic · Minimal recall of support/details · References need further explanation. · Ideas are clearly developed and explained with appropriate support. · Ideas are thoroughly developed, strongly supported, well explained. I can describe the development of Athenian democracy and compare it to democracy in the present day. I can describe how Athenian democracy is a reflection of Athenian values. Comments:
  • 50. Summative Assessment Rubric: The Russian Revolution Approaching Expectations Meeting Expectations Fully Meeting Expectations Exceeding Expectations Snapshot Does not accomplish the basic task; may be flawed or incomplete. Ideas may be misinterpreted or overly simplistic. Accomplishes the purpose at a basic level with some gaps. Ideas are minimal and lack support. Accomplishes the purpose showing some complexity and maturity. Ideas are clear and well- developed. Exceeds the requirements of the task, showing complexity and maturity. Ideas are thoroughly developed, specific and economical. Comprehension -Identify main ideas - Define key terms or phrases Struggles to identify some main ideas; skips over difficult parts; doesn’t define key terms or phrases. Identifies some main ideas, may skip over some parts; attempts to define some key terms or phrases. Clearly and accurately identifies most of the main ideas; defines most key terms or phrases. Accurately identifies the main ideas; defines all key terms and phrases. Makes logical connections to other key events in the Russian Revolution. Makes few or no connections to other key events in the Russian Revolution. Makes some connections to other key events in the Russian Revolution. Makes logical connections to other key events in the Russian Revolution. Makes insightful and original connections to other key events in the Russian Revolution. Comments:
  • 51. Quick Scale: Reading Literature (Grades 10-12) Comments: Aspect Approaching Expectations (I range) Minimally Meeting Expectations (C- to C range) Fully Meeting Expectations (C+ to B+ range) Exceeding Expectations (A range) SNAPSHOT You offer an illogical and/or underdeveloped explanation and interpretation of texts. You offer a limited or surface-level explanation and interpretation of texts. You offer a logical explanation and interpretation of texts. You offer an analytic, thorough explanation and interpretation of texts. EXPLAIN àshow your work Even though I am thinking, I have difficulty and/or don’t understand how to explain or give examples about my process. I can attempt to explain my thinking, but have trouble clarifying my process. I may use examples, but they may be limited. I can explain my thinking process and use specific examples. I can explain my thinking process in detail, including the small steps or subtleties in my process. COMPREHEND àwho, what, when, where and how (W4 H): context Even though I can identify the W 4 H, I may misread, confuse and/or omit some key elements. My examples may be limited or flawed. I can identify the W 4 H and attempt to explain a basic understanding of their relationship. I can use some examples. I can identify and explain the relationships between the W 4 H. I can use explicit examples. I can identify and explain the relationships and subtleties between and amongst the W 4 H. I can effectively use explicit and/or implicit examples. CONNECT àtext to self, text to text, text to world Even though I attempt to make connections, they may be flawed, irrelevant, and/or incomplete. My examples may be limited, flawed and/or unjustifiable. I can establish and may be able to explain basic connections between the text and myself, other texts and/or the world. I can use some examples. I can establish and explain clear connections between the text and myself, other texts and/or the world. I can use explicit examples. I can establish and synthesize insightful connections between the text and myself, other texts and/or the world. I can effectively use explicit and/or implicit examples. INTERPRET àthe “why?”, drawing conclusions: inferences BK + TE = I Even though I attempt to use my background knowledge and/or evidence from the text, my interpretations may be general, unsupported and/or irrelevant. I can use my background knowledge and/or evidence from the text to make simple and/or obvious interpretations. I can use my background knowledge and/or evidence from the text to make clear, logical interpretations. I can effectively use my background knowledge and/or evidence from the text to make thoughtful, insightful interpretations.
  • 52. If students don’t understand the words used in the rubric, it might as well be written in a foreign language.
  • 56. Assessment for Learning 1. Learning Intentions 2. Success Criteria 3. Descriptive Feedback 4. Questioning 5. Peer / Self Assessment 6. Ownership
  • 57. Formative Assessment = Descriptive Feedback Informs the student Informs the teacher Informs Learning
  • 58. 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?
  • 59. Self and Peer Assessment Student self-reflection on the helpfulness of feedback
  • 60. Assessment for Learning 1. Learning Intentions 2. Success Criteria 3. Descriptive Feedback 4. Questioning 5. Peer / Self Assessment 6. Ownership
  • 61. Metacognition Thinking about thinking… Self monitoring and regulation.
  • 62. Reflection: I used to think… But now I think…
  • 64. Portfolio Collection Criteria for Selection Samples of Work Process: Choose an assignment that had a number of steps you had to complete in order to be successful. Improvement: These assignments should clearly show improvement in some area of your learning. You may wish to compare two assignments. Perseverance: These are assignments that at first you found difficult but worked hard at, without giving up, and eventually were successful. Risk Taking: These are assignments in which you moved out of your comfort zone and tried something new or unexpected. Favourite: These are your favourite assignments you completed in this period of time. Something of Personal Significance: These are any assignments that are significant to you in anyway. Burn it: This is an assignment that you wish you could burn and never look at again.
  • 65. Student Reflection Sheet Assignment Title: Date: The attached evidence is (ex. first draft, outline, notes, brainstorming, reflection, WIN, project, reading log etc.): This piece of work shows: ___ a process ___ improvement ___ perseverance ___ risk taking ___ one of my favourites ___ something of personal significance ___ something to burn! How does this piece of work meet the criteria? Two or three reasons I chose to highlight this piece in my portfolio are: Some things I learned by completing this assignment are: If I were to do this assignment again I would:
  • 66. Curriculum Map Unit of Study Learning Intentions – PLOs Big Ideas / Enduring Understandings Essential ?s Concepts (What students need to know) Skills & Strategies Speaking and Listening: Reading and Viewing: Writing and Representing: Metacognition: Formative Assessments / Instructional Activities Summative Assessments Resources Adapted from Pulling Together: Integrating Inquiry, Assessment, and Instruction in Today's English Classroom by Leyton Schnellert, Mehjabeen Datoo, Krista Ediger, Joanne Panas
  • 67. Comparative Civilizations 12 Curriculum Map Questions to Consider in the Course: What is the goal of life? What role does happiness play in civilizations? What does it mean to be human and happy? Is vulnerability at the root of happiness? (See Brene Brown Ted Talk) Where is the balance between technological advancement and the effect on mother nature? Why are pluralism and tolerance essential for civilization? Is justice a key component in civilization? Is our pride in human achievement blinding us to the eventual end of Western Civilization? Unit of Study Introduction to Civilizations Ancient Egypt: An Inquiry Approach Greece Learning Statements PLOs I can describe concepts that define the studies of civilizations. I can analyse elements and characteristics that contribute to the identity of civilizations. I can using a variety of primary and secondary sources and strategies in research, such as the Internet, texts, artefacts, visual sources, and literature I can develop and defend a position by establishing a thesis, taking a side, providing supporting evidence, and using a variety of sources to support research I can communicate my knowledge and understanding about civilizations by using effective written, oral, and graphic communication skills. I can describe the significance of the following to the study of civilizations: I can research through the use of a variety of primary and secondary sources (e.g., artefacts, artworks, literature, oral tradition) I can describe the philosophical viewpoints of various cultures with regard to universal concepts of life (e.g., love, death, time, space, nature, war and conflict, peace, prosperity, eternity/afterlife) I can analyse the influence of the natural environment on the development and identity of Greek civilization. I can examine a variety of artistic works (statues) with regards to: - influences - materials/techniques - purpose I can analyze how the arts express a civilizations’ cultural elements I can describe the development of Athenian democracy and compare it to democracy in the present day. I can describe how Athenian democracy is a reflection of Athenian values. I can describe the role of philosophical ideas in the development of western culture. I can analyse how cultural values and ideas are transmitted over time.
  • 68. English 10 Curriculum Map Unit of Study A Quest Toward Perfection: Dystopian Literature Inevitability and Fate: From Teen to Adulthood Is the Grass Going to be Greener?: Hope for Future Generations Learning Intentions I can interact and collaborate in pairs and groups to - understand the perspectives of others - comprehend and respond to a variety of texts During reading, I can select and use a range of strategies to construct, monitor, and confirm meaning, including: - making connections – making inferences and drawing conclusions I can write purposeful information texts that express ideas and information to – explore and respond – analyse and explain – speculate and consider – argue and persuade Big Ideas / Enduring Understandings We use dialogue and discussion to develop, synthesize and clarify ideas. An understanding of literature is key to an understanding of oneself, one’s community, and the world. We need to reflect on, monitor, and regulate our own learning in order to improve. Speaking and listening, reading and viewing and writing and representing are recursive / iterative processes. Our cultural, historical, political and social backgrounds influence our attitudes. A good thinker uses interpretations, analysis, synthesis and evaluation to deepen and enhance understanding. Reading the world always precedes reading the word. We need to reflect on, monitor, and regulate our own learning in order to improve. Our cultural, historical, political and social backgrounds influence our attitudes about the world. We need to reflect on, monitor, and regulate our own learning in order to improve. What will tomorrow look like? Is fate inevitable? Where is the basis for hope in the
  • 69. Social Studies 9 Curriculum Map Unit of Study Identity From Exploration to Colonialism Modern Canada: A Reflection of its Past PLOs I can assess how identity is shaped by: - family - gender - belief - ethnicity - nationality I can describe the daily life in Aboriginal communities. I can analyse the reasons for initial exploration and settlement of North America. I can analyse the relationship between Aboriginal people and Europeans. I can assess how economic systems contributed to the development of Canada. I can analyse the effects of colonialism on trade and conflict. I can assess the impact of the fur trade on exploration and settlement. I can analyse the roots of present-day regional, cultural and social issues within Canada. I can investigate to roots of Canada’s political and legal systems, including the development of two legal systems from two cultures. Big Ideas / Enduring Understandings Identity is shaped by many different and connecting factors. It is used to identify one as distinct from others and also as part of a homogenous group. Artistic expression is a reflection of the society in which it was created. Colonialism exploits natural resources. Early contact allowed for an exchange of technologies and goods. Present day institutions are based in the past. Essential ?s What makes us who we are? How is art a reflection of culture? What role does ethnicity play when people interact? Why do people explore? What is at the root of conflict? How do people make decisions? How does a desire for power and wealth affect relationships? What do we see in our society today that is clearly influenced by our history? What can we expect in our future based on where we’ve been in the past? Concepts (What students need to know) Identity Nationality Ethnicity Heterogeneous vs. Homogeneous Cultures How the Renaissance influenced exploration Ethnocentrism Colonization – The movement of people into a new area with the intent of developing the economy, religion and culture primarily for the benefit of its members back home. Mercantilism Colony Mother country Theocracy Anglophone / Francophone Separatist Referendum
  • 70. Social Studies 9: Final Project Enduring Understandings Learning Intentions Essential Questions Identity is shaped by many different and connecting factors. It is used to identify one as distinct from others and also as part of a homogenous group. I can assess how identity is shaped by: - family - gender - belief - ethnicity - nationality What makes us who we are? How is art a reflection of culture? What role does ethnicity play when people interact? Colonialism exploits natural resources. Early contact allowed for an exchange of technologies and goods. I can analyse the reasons for initial exploration and settlement of North America. I can analyse the relationship between Aboriginal people and Europeans. I can assess how economic systems contributed to the development of Canada. I can analyse the effects of colonialism on trade and conflict. I can assess the impact of the fur trade on exploration and settlement. Why do people explore? What is at the root of conflict? How do people make decisions? How does a desire for power and wealth affect relationships? Present day institutions are based in the past. Institutions and ideas are rooted in historical struggles / accomplishments I can analyse the roots of present-day regional, cultural and social issues within Canada. What do we see in our society today that is clearly influenced by our history? What can we expect in our future based on where we’ve been in the past? People are generally capable of improving themselves and their lives. As ideas of around rights develop people are more likely to attempt to fight for those rights in the form of armed revolts. Science is used to uncover / discover the natural of human behaviour. I can analyse the ideas of the Enlightenment thinkers and speculate how their ideas can contribute to revolution and conflict. Are rules necessary for civilized societies to exist? Are people generally good or bad? Change in history is often rooted in violence. The average citizen in society has a powerful voice. I can analyse the factors that contribute to revolution and conflict. I can analyse the contribution of the American, English and French Revolutions in the development of democratic concepts. What constitutes a Rebellious Act? Do people have the right to rebel against a government they don’t like? What are the roots of democracy? When is democracy actually democratic? Does democracy exist? Is democracy realistically attainable? Is democracy necessary to ensure the rights of people are upheld? How much violence is justified in securing a better future?
  • 72. "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)
  • 73. “We know that sustained, collaborative, inquiry based professional development can help teachers develop new understandings and approaches.”
  • 74. Grade wide, interdisciplinary teaching teams working on shared goals can make a significant difference in student learning.
  • 75. Contact Information Jonathan Vervaet Email: jonathanvervaet@gmail.com Twitter: @jonathanvervaet Blog: jonathanvervaet.wordpress.com

Notes de l'éditeur

  1. JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
  2. JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
  3. JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
  4. BK – Junior Program at Grade 9 will assume certain skills etc that are continuing to be developed from grade 8.
  5. BK – Junior Program at Grade 9 will assume certain skills etc that are continuing to be developed from grade 8.
  6. Reading comprehension = Thinking
  7. Nancy
  8. JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.