Transcript
Page 1: Intrinsically Motivating Student Achievement by Alternative Assessment

Crossing the RubiconInspiring Intrinsic Motivation through Alternative AssessmentBrian Surkan | The Walker School

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Foundational Questions1.What are the objectives of our classes?2.How would we like students to be motivated?3.How can we optimize assessment to measure

what matters to us?

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What do you teach?

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Multiple Objectives• First: I teach students– Kindness, perspective, citizenship, motivation,

communications, and many more life lessons– And they teach me…perhaps even more

• Second: I teach history– Lessons from the past– Critical thinking and information validation– Rhetorical skills, both oral and written

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How are students commonly motivated?

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Common Motivations• Entertaining lessons• Flashy Technology• Competitions / Games• Candy / Prizes• Grades

• Engaging Projects• Simulations• Relevance• Respect• Praise

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Dominant Motivation: Grades• Teachers use as carrots & sticks• Parents ditto• College applications• Class placement• Academic awards• Self-esteem

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Ideally, how would we like our students to be

motivated?

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Ideal Motivations• Understanding of the value of the material• Passion for the subject• Love of learning• Pride in own work / behavior• Respect for the teacher• Respect for parents’ values / school choice

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How can we achieve intrinsic motivation?

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Outsourcing Motivation• More selective admissions (private schools)• Redirection of unmotivated to trade schools• Fix it in lower grades (before they get to me)• Eliminate grades (or employ grade inflation)• New national standards• Hypnotism

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Working Within Sphere of InfluenceRafe Esquith• Public School – 5th Grade• Inner City L.A.• Gangs / violence real risks• Students below grade level• Few native English speakers• ~ 35 Students / year• Self-contained class• No assistant

Katherine Harrison• Private School• 3rd – 5th grade Spanish• ~ 175 Students / year• No textbook• No assistant• No worksheets• Student-generated tests• Phenomenal results

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Keys to intrinsic motivation?

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Respect• Assume students are interested in operating at

high levels of moral development• Listen to students• Provide options whenever possible• Include students in decision-making• Admit own mistakes without excuses• No wasted time

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Relevance• Clarify relevance of lessons to students’ lives• Engaging texts / resources• Organize lessons in a proper hierarchy• Meaningful requirements (not arbitrary)• Meaningful homework• No busywork

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Reflection• Foster student self-awareness of– Potential– Participation– Progress– Performance

• Explicit, systematic self-assessment• On-going improvement

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Practical Applications

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Reflection• Students propose quest quest-ions (sample)• Student Surveys – formal and informal• Quarterly Plus / Delta Reflection Sessions• Grading– 50% Performance– 50% Participation Writ Large (see printed rubric)

• 25% Student-assessed• 25% Teacher-assessed

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Relevance• Class time is intense with little down time• Homework always requires deep thought• Minimal use of insipid conventional textbooks• Customized quests for each section• Students encouraged to experience history• Simulations used wherever possible– World Wars / Mock Congress / Railroads

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Results?

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By changing assessment, students……develop self-esteem founded on achievement…invest well beyond minimum requirements…realize that learning is about the journey…develop more self-control and focus…retain what they learn

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Teachers?• Engaged students = happy parents = no calls• Participation -> honest performance grades• Students become increasingly engaged• Class management issues dissipate• Grades can be calibrated as needed

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Questions?

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Caveat: Grades

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Grades are here to stay, but...

…you get what you measure.

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What would we like grades to measure?• Participation• Character• Interest• Performance• Progress

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Traditional Emphasis Performance?• Measures cumulative outcome• Objective• Habitual• Non-controversial• It prepares them for the next level

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Problems with Performance• Discounts the learning process• Suggests that only the end result matters• Cheating• Does not reflect life• Cramming

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Alternative Assessment

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3P System (1)• Performance - 1/3• Progress - 1/3• Participation - 1/3

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3P System (2)Advantages• Recognizes progress• Reduces weight placed on

Performance• Recognizes participation

Disadvantages• Hard to quantify• Lacks student ownership• Still extrinsic

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Sources• http://kumardeepak.files.wordpress.com/201

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