middle years assessment policy student engagement
TRANSCRIPT
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Middle Years Assessment Policy
Student Engagement
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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?
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Purpose of School has Changed
from to
Ranking/sorting Learning for all
Goal: Independent, self-directed learners
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The Mountain
y
x0 Mean
Ranking and Sorting
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Moving the Mountain
Higher Learning for All
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The Middle Years
Learner
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School Level
Key Focus Brain BasisCurriculumEmphasis
Most AppropriateAssessment 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 sensory-exploration, 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
Performance-based; 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, forwork roles, and collegepreparation
Research – Based Human Developmental Continuum
Adapted from Thomas Armstrong, 2006
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Circle of Needs
Belonging
Fun Freedom
Power
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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)
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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
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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
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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
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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
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Levers for Learning
Assessment
Engagement
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Engagement
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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 newknowledge
Eric Jensen
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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
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Organization of Knowledge
Product Focus
Clear Criteria
No Fault Practice
Affirmation &Affiliation
ChoiceNovelty &Variety Authenticity
Relevant Content
Design of Engaging Work
Affirmation &Affiliation
Organization of Knowledge
Product Focus
Clear Criteria No Fault
Practice
ChoiceNovelty &Variety Authenticity
Relevant Content
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Design Elements of Engaging WorkAffirmation Recognition of work and worthAffiliation Working with others towards a
common goal Safe No fault practiceClear Criteria Clear description of qualityChoice 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 fitsNovelty & Variety Brain is hard-wired to pay
attention to anything new
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Remember that the person doing the work is growing the dendrites.
Pat Wolfe, 2001
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Assessment
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Assessment is Changing
because we know more about
a. how students learn (constructivism)
b. brain research
c. supporting learning through feedback
d. importance of engagement/motivation
e. impact of classroom assessment on learning
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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.
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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
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Rethinking Classroom Assessment with Purpose in Mind
• WNCP developed
• Manitoba lead province in development
• Endorsed and released January 2006
• Applies K-12
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FOR OF
FOR AS OF
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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
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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
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Shifting the Balance
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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
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Do less
• Testing
• Drill and practice for test taking
• Self-evaluation (grading own work)
• Comparison of students re: test results
• Competition for marks
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Levers for Learning
Engaging work
Achievement
Intrinsic Motivation
Assessment for and as learning
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Factors Influencing Achievement
School
Teacher
Student
1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective Feedback
3. Parent and Community Involvement
4. Safe and Orderly Environment
5. Collegiality and Professionalism
6. Instructional & Assessment Strategies
7. Classroom Management
8. Classroom Curriculum Design
9. Home Environment
10. Learning Intelligence/ Background Knowledge
11. Motivation
Synthesis of the Research
On
Learn
ing
Synthesis of the Research
Bo
b M
arza
no
’s
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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
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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
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Engaging Work
Physical & Emotional Safety
Developmentally Appropriate
Assessment
Appropriate Role
Models & Positive
Relationships
Developmentally Appropriate Curriculum
Social Emotional Development
Student Voice
Health & Wellness
Metacognitive Development
Elements of Effective Middle Years Programming
Adapted from Thomas Armstrong, 2006
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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
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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.