Assessment and Student Motivation

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Assessment and Student Motivation

• How can I use assessment to improve student
  motivation and success?

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Assessment Sort

• Formative?
• Summative?

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When the cook tastes the soup, thats formative
when the guests taste the soup, thats
summative. -Robert Stakes
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Assessment Sort

• Formative?
• Summative?
• Both?

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NC Summative Assessments

• http//www.ncpublicschools.org/accountability/test
  ing/
• 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

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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)

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Motivating Students Through Assessment
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Where am I going?
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Strategies

• Provide a clear and understandable vision of the
  Learning Target.
• Use examples of strong and weak work.

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Misconception!

• Informing students of the learning target by
  telling them what it is or by writing it on the
  board is sufficient.

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Misconception!

• Sharing a rubric with students will ensure they
  understand the criteria for success.
• https//www.teachingchannel.org/videos/quality-evi
  dence-rubric-student-assessment

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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 especiallyin the
  face of challenge
• Susan Brookhart

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Where am I now?
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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/informal-as
sessment-strategies
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Strategies

• Offer regular descriptive feedback.
• Teach students to self-assess and set goals.

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Misconception!

• An abundance of evaluative feedback encourages
  students to be successful.

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Misconception!

• Student self-assessment means students grade
  their own work.

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Is it Effective Feedback?

• Improved student work
• Better student motivation
• Feedback is valued and viewed as productive.

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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.

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Wait Time is Important!
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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

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How do I close the gap?
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• 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

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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.

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What do we do if they dont get it?

• Present the concepts differently.
• Engage students differently in learning.
• Provide students with a successful learning
  experience!

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The Stoplight Method

• https//www.teachingchannel.org/videos/daily-lesso
  n-assessment

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Contact Information

• Amy Laughter
• Regional Education Facilitator, NCDPI
• alaughter_at_henderson.k12.nc.us

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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.