Middle Years Assessment Policy Student Engagement Advance Organizer

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Middle Years Assessment Policy • • • • • • Student Engagement

Middle Years Assessment Policy • • • • • • Student Engagement

Advance Organizer: Why Engagement? • How has the role of school changed? • What

Advance Organizer: Why Engagement? • How has the role of school changed? • What about the Middle Years Learner? • What does the Research tell us about Student Engagement? • What does the Research tell us about Assessment? • What are some of the Instructional and Assessment Strategies that make a Difference?

Purpose of School has Changed from Ranking/sorting all to Learning for Goal: Independent, self-directed

Purpose of School has Changed from Ranking/sorting all to Learning for Goal: Independent, self-directed learners

The Mountain y 0 Mean Ranking and Sorting x

The Mountain y 0 Mean Ranking and Sorting x

Moving the Mountain Higher Learning for All

Moving the Mountain Higher Learning for All

The Middle Years Learner

The Middle Years Learner

Research – Based Human Developmental Continuum School Level Key Focus Brain Basis Curriculum Emphasis

Research – Based Human Developmental Continuum School Level Key Focus Brain Basis Curriculum Emphasis Most Appropriate Assessment Approaches Student Teacher Relationship Pedagogical Tools Examples of How A Subject Could be Taught (e. g. Reading) Early childhood (3– 6 yrs) Play Rich dendritic connections, effects of environmental stimulation on synaptic development Rich, sensorimotor experiences, open-ended imaginative play Observation and documentation of spontaneous play experiences Student as player, teacher as facilitator Play house, play -ground, hands on sensoryexploration, dress-up, drama, blocks Not taught at all, only exposure to words, books, etc. , as part of the play space Early Years (7 -10 yrs) Learning how the world works Pruning of synaptic growth Learning about symbol systems, customs, rules, the natural world & Institutions Performancebased; assessments of project-based learning (criterion - based, ipsative measures) Student as worker/learner, teacher as coach Activity centers, field trips, theme -based instruction, project-based learning, simulations Rich literature-based, language-based literacy program (with phonemic awareness as an integral part) Middle Years (11 -14 yrs) Social, Emotional, & Metacognitive learning Limbic system maturity, lack of frontal lobe maturity Emotional Intelligence Development & small group work Self-assessment (journals, projects), student -teacher review of work, , peer review Student as explorer, teacher as guide Active learning, community of learners, affective/social learning, metacognitive strategies Reading for self-discovery, peer reading groups, metacognitive reading strategies Senior Years (14 -18 yrs) Preparing to live independently in the real world Progressive development of frontal lobes Career preparation and development Portfolios, certification tests, college prep exams Student as apprentice, teacher as mentor Apprenticeship, internship, cooperative education, career counseling Reading for pleasure, for work roles, and college preparation Adapted from Thomas Armstrong, 2006

Circle of Needs Belonging Fun Power Freedom

Circle of Needs Belonging Fun Power Freedom

Purposes of Behaviour • All human behaviour is purposeful. • Meeting basic needs is

Purposes of Behaviour • All human behaviour is purposeful. • Meeting basic needs is behind all behaviour. . • Trouble ensues when needs are not being met or when needs are in conflict. – – – Survival (Safety) Belonging (Love) Power (Efficacy) Fun (Sense of Accomplishment) Freedom (Choice) (Gossen, Glasser)

Mindsets make a big difference! • The Fixed Mindset • Don’t make mistakes •

Mindsets make a big difference! • The Fixed Mindset • Don’t make mistakes • Don’t work hard • If you make mistakes, don’t try and repair them • The Growth Mindset • Take on challenges • Work hard • Confront your deficiencies and correct them adapted from Carol Dweck

What Influences Mindsets? The Kind of Feedback Students Receive. • Praising intelligence Praising the

What Influences Mindsets? The Kind of Feedback Students Receive. • Praising intelligence Praising the student who quickly finished and got the right answer for being smart is actually contributing to the Fixed Mindset and is detrimental to long term achievement. • Recognizing effort, effective strategies employed, and perseverance through descriptive feedback Praising the student for working hard, applying what they learned in the past and persevering even when a task is difficult contributes to the Growth Mindset. (Descriptive feedback - what the teacher has seen and heard the student do or say. ) adapted from Carol Dweck

Beliefs • Mission of School is to Promote Maximum Success – Learning for All,

Beliefs • Mission of School is to Promote Maximum Success – Learning for All, Not Ranking and Sorting • All Students Can Learn - But they don’t all start at the same place, learn at the same rate or reach the same level • Learning Doesn’t Happen Because Adults Demand It – Learners must want and feel able to learn, see learning as worth the effort

Activity • Turn to your neighbor(s) • Share three ideas that have been presented,

Activity • Turn to your neighbor(s) • Share three ideas that have been presented, so far • What are the implications of what we have talked about, so far, for – Teacher – Students – Schools • Be prepared to share you thoughts

Levers for Learning Assessment Engagement

Levers for Learning Assessment Engagement

Engagement

Engagement

What does brain research tell us is necessary for engagement? • Novelty brains are

What does brain research tell us is necessary for engagement? • Novelty brains are wired to pay attention to new things • Challenge proximal zone • Feedback descriptive, within thirty minutes • Coherence fits with what is known • Sufficient Time to go deep, construct new knowledge Eric Jensen

Engaging Work • Differences in engagement affects effort that students are prepared to apply

Engaging Work • Differences in engagement affects effort that students are prepared to apply to their school work • Effort affects achievement at least as much as ability • Teachers can affect engagement by creating work that has engaging qualities Philip Schlechty , 2002 Working on the Work

Design of Engaging Work Clear Criteria Affirmation & Affiliation Choice Product Focus Organization of

Design of Engaging Work Clear Criteria Affirmation & Affiliation Choice Product Focus Organization of Knowledge Novelty &Variety No Fault Practice Relevant Content Authenticity

Design Elements of Engaging Work Affirmation Affiliation Safe Clear Criteria Choice Recognition of work

Design Elements of Engaging Work Affirmation Affiliation Safe Clear Criteria Choice Recognition of work and worth Working with others towards a common goal No fault practice Clear description of quality Sharing decision making (empowerment) Authenticity Real life expectations– meaningful, valuable Relevant Content Enduring, necessary for future learning, important in real life Organization of Learning How/Where learning fits Novelty & Variety Brain is hard-wired to pay attention to anything new

 Remember that the person doing the work is growing the dendrites. Pat Wolfe,

Remember that the person doing the work is growing the dendrites. Pat Wolfe, 2001

Assessment

Assessment

Assessment is Changing because we know more about a. b. c. d. e. how

Assessment is Changing because we know more about a. b. c. d. e. how students learn (constructivism) brain research supporting learning through feedback importance of engagement/motivation impact of classroom assessment on learning

The Research Black and Wiliam (1998), synthesized results from 250 international studies on classroom

The Research Black and Wiliam (1998), synthesized results from 250 international studies on classroom assessment, and concluded that • involving students in assessment, and • increasing the amount of descriptive feedback while decreasing evaluative feedback has a more powerful impact on learning than any educational innovation ever documented.

The Research Effect Size • . 5 – 1. 0 standard deviation score gain

The Research Effect Size • . 5 – 1. 0 standard deviation score gain • 1. 0 S. D. equals – 35 percentile points – 2 to 4 grade equivalents • Largest gains for low achievers, but all do better

Rethinking Classroom Assessment with Purpose in Mind • WNCP developed • Manitoba lead province

Rethinking Classroom Assessment with Purpose in Mind • WNCP developed • Manitoba lead province in development • Endorsed and released January 2006 • Applies K-12

FOR OF AS OF

FOR OF AS OF

Essentials of Classroom Based Assessment Research shows increases in student achievement and motivation when

Essentials of Classroom Based Assessment Research shows increases in student achievement and motivation when students Are Involved Understand Learning Goals Know Criteria for Success Receive and Use Descriptive Feedback

Activity • Create a small of group of 3 or 4 • Discuss the

Activity • Create a small of group of 3 or 4 • Discuss the benefits and the challenges that teachers face when putting the puzzle pieces into action in their classrooms • Be prepared to share some of your thoughts

Shifting the Balance

Shifting the Balance

Do more • Explain purpose and relevance of learning • Provide choice and scaffolding

Do more • Explain purpose and relevance of learning • Provide choice and scaffolding toward responsibility • Provide opportunities to learn with others • Specific, descriptive feedback • Self-assessment related to criteria

Do less • • • Testing Drill and practice for test taking Self-evaluation (grading

Do less • • • Testing Drill and practice for test taking Self-evaluation (grading own work) Comparison of students re: test results Competition for marks

Levers for Learning Assessment for and as learning Achievement Engaging work Intrinsic Motivation

Levers for Learning Assessment for and as learning Achievement Engaging work Intrinsic Motivation

Synthesis of the Research Factors Influencing Achievement 1. Guaranteed and Viable Curriculum 3. Parent

Synthesis of the Research Factors Influencing Achievement 1. Guaranteed and Viable Curriculum 3. Parent and Community Involvement School 4. Safe and Orderly Environment 5. Collegiality and Professionalism 6. Instructional & Assessment Strategies 7. Classroom Management Teacher 8. Classroom Curriculum Design 9. Home Environment 10. Learning Intelligence/ Background Knowledge Student 11. Motivation Synthesis of the Research On Learning Bob Marzano’s 2. Challenging Goals and Effective Feedback

Strategies that Work 1. Identifying similarities & differences 2. Summarizing & note-making 3. Re-enforcing

Strategies that Work 1. Identifying similarities & differences 2. Summarizing & note-making 3. Re-enforcing effort & recognition of progress 4. Creating and using non-linguistic representations like graphic organizers 5. Using the elements of cooperative learning

Strategies that Work 6. Establishing clear goals for students 7. Providing, timely, descriptive feedback

Strategies that Work 6. Establishing clear goals for students 7. Providing, timely, descriptive feedback 8. Generating, testing, hypothesizing ideas 9. Using questions, cues, and other advance organizers Marzano

Elements of Effective Middle Years Programming Appropriate Role Models & Positive Relationships Social Emotional

Elements of Effective Middle Years Programming Appropriate Role Models & Positive Relationships Social Emotional Development Student Voice Developmentally Appropriate Curriculum Physical & Emotional Safety Health & Wellness Developmentally Appropriate Assessment Engaging Work Metacognitive Development Adapted from Thomas Armstrong, 2006

Motivation and Achievement • Students may hit the target today or they may not.

Motivation and Achievement • Students may hit the target today or they may not. • What is crucial is that they remain willing to return and try again tomorrow. Stiggins

References • Armstrong, Thomas. The Best Schools. Alexandria, VA: ASCD, 2006. • Dweck, Carol

References • Armstrong, Thomas. The Best Schools. Alexandria, VA: ASCD, 2006. • Dweck, Carol S. Mindset: The New Psychology of Success. New York, NY: Random House, 2006. • Gossen, Diane, and Judy Anderson. Creating the Conditions. Chapel Hill, NC: New View, 1995. • Jensen, Eric. Teaching with the Brain in Mind. Alexandria, VA: ASCD, 1998 • Marzano, Robert. Classroom Instruction that Works. Alexandria, VA: Association for Supervision and Curriculum Development, 2001. • Schlechty, Phillip C. Working on the Work. San Francisco: Josse-Bass, 2002. • Stiggins, Rick, Judith A. Arter, Jan Chappuis, and Stephen Chappuis. Classroom Assessment for Student Learning: Doing It Right—Using It Well. Portland, OR: Assessment Training Institute, 2004.