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:

jonathanvervaet@gmail.comTwitter: @jonathanvervaet

Blog: jonathanvervaet.wordpress.com