The document provides an overview of a presentation on motivation, engagement, and assessment in education. It includes learning intentions, instructional design principles, formative and summative assessment strategies, and examples of assessment rubrics. The key points covered are the importance of clear learning intentions and success criteria, using descriptive feedback to inform students and teaching, incorporating questioning, peer and self-assessment, and developing rubrics to evaluate student work.

1. Motivation, Engage
ment &
Assessment
Presented by:
@jonathanvervaet
BCTF New Teachers
Conference:
#bctfntc

2. “If students have not been told
where they are going, it is
unlikely that they will arrive.”
– Shirley Clark

3. Learning Intentions
“I can find evidence of current
motivation and assessment
research in my current
practice.”

4. Learning Intentions
“I can become curious about
something in the research I
want to inquire further into.”

5. Instructional Design
The 8 Cognitive Functions
Good Readers Use

6. 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

7. 5. Making inferences and drawing
conclusions
6. Visualizing mental images
7. Synthesizing and accurately
summarizing information
8. Making connections

8. Assessment for Learning
1. Learning Intentions
2. Success Criteria
3. Descriptive Feedback
4. Questioning
5. Peer / Self Assessment
6. Ownership

9. Formative Summative
Ongoing Occurs at the end of a
Ungraded and Descriptive learning progression
(uses words) Graded to determine
Provides feedback to achievement level
students and teacher Evaluative
Examples: Examples:
-Oral questioning -Inquiry projects
-Draft work -Presentations
-Reflections -Grade conferences
-Portfolio reviews -Portfolio reviews
-Peer / self assessments -Tests and quizzes

10. Assessment for Learning
1. Learning Intentions
2. Success Criteria
3. Descriptive Feedback
4. Questioning
5. Peer / Self Assessment
6. Ownership

11. Learning Intentions:
What are we
learning?
Vs.
Learning Activities:
What are we doing?

12. 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

13. Most students can
hit the target if they can
see it clearly and if it
stays still.
-Rick Stiggins

14. Assessment for Learning
1. Learning Intentions
2. Success Criteria
3. Descriptive Feedback
4. Questioning
5. Peer / Self Assessment
6. Ownership

15. Determine
Acceptable Evidence

16. Performance
Tasks

17. What does good look like?
What
does
good look

18. Success Criteria
and the Use of
Performance
Standards

19. Beginning
Developed
Accomplished
Exemplary

20. Reading Performance Standard
Grade 2

21. Thinking Rubric: Grade 9
Assignment:
Name:
Aspect Approaching Meeting Fully Meeting Exceeding
Expectations Expectations Expectations Expectations
Meaning Purpose is Purpose is clear; Purpose is clear; Purpose and focus
unclear; may lose focus. focus is kept are clear
Purpose unfocused. throughout. throughout the
Accurate details, entire assignment.
Ideas and Details, examples and Accurate details,
information; examples and quotations; may examples and Details, examples
use of details quotations are not clearly link to quotations and quotations are
missing or are the purpose. clearly linked to fully explained
not clearly Mainly summary topic with with logical
linked to topic. and may rely on conclusions or conclusions or
general opinions opinions.
knowledge or attempted.
emotion.
Connections / Connections Connections Makes clear Can relate the
Conclusions between ideas between ideas connections topic to a broader
are missing or are attempted, between ideas idea or other
Connections very weak. but weak / beyond the situations. Makes
simplistic. obvious. meaningful and
Conclusions deep connections
No conclusions Little or no Has attempted throughout.
attempted or attempt at to come to
arrived at. conclusions conclusions Has come to clear
about the topic. about the topic. and concise
conclusions about
the topic
Comments / Suggestions:

22. Summative Assessment Rubric: Athenian Democracy
Is justice / freedom key for a society to be civilized?
Approaching Meeting Fully Meeting Exceeding
Expectations Expectations Expectations Expectations
Snapshot Does not accomplish Accomplishes the Accomplishes the Exceeds the
the basic task; may be purpose at a basic purpose showing requirements of the
flawed or incomplete. level with some gaps. some complexity task, showing
Ideas may be Ideas are minimal and maturity. Ideas complexity and
misinterpreted or and lack support. are clear and well- maturity. Ideas are
overly simplistic. developed . thoroughly
developed, specific
and economical.
Meaning · Lacks focus and · Some focus · Clearly focused · Tightly focused
-Focus purpose around a around a around a
-Understand · Minimal specific topic; specific specific topic,
-Development understanding of purpose may be purpose, purpose,
- Specific topic unclear audience audience
details/support · Inadequate · Basic · Understanding · Interpretation
development understanding and analysis and analysis
with minimal are generally demonstrate
analysis evident control and
· Development complexity
and support are
evident but
simplistic
Support · Limited recall of · Minimal recall · Ideas are · Ideas are
-Detailed and factual content of clearly thoroughly
specific (lacks support/details developed and developed,
information to details/support) · References explained with strongly
support argument need further appropriate supported,
· May not be explanation. support. well explained.
clearly linked to
the topic
I can describe the development of Athenian democracy and compare it to
democracy in the present day.
I can describe how Athenian democracy is a reflection of Athenian values.
Comments:

23. Summative Assessment Rubric: The Russian Revolution
Approaching Meeting Fully Meeting Exceeding
Expectations Expectations Expectations Expectations
Snapshot Does not Accomplishes Accomplishes Exceeds the
accomplish the the purpose at the purpose requirements
basic task; may a basic level showing some of the task,
be flawed or with some complexity showing
incomplete. gaps. Ideas are and maturity. complexity
Ideas may be minimal and Ideas are clear and maturity.
misinterpreted lack support. and well- Ideas are
or overly developed. thoroughly
simplistic. developed,
specific and
economical.
Comprehension Struggles to Identifies some Clearly and Accurately
-Identify main identify some main ideas, accurately identifies the
ideas main ideas; skipsmay skip over identifies most main ideas;
- Define key over difficult some parts; of the main defines all key
terms or parts; doesn’t attempts to ideas; defines terms and
phrases define key terms define some most key phrases.
or phrases. key terms or terms or
phrases. phrases.
Makes logical Makes few or no Makes some Makes logical Makes
connections to connections to connections to connections to insightful and
other key other key events other key other key original
events in the in the Russian events in the events in the connections to
Russian Revolution. Russian Russian other key
Revolution. Revolution. Revolution. events in the
Russian
Revolution.
Comments:

24. Quick Scale: Reading Literature (Grades 10-12)
Aspect Approaching Minimally Meeting Fully Meeting Exceeding
Expectations Expectations Expectations Expectations
(I range) (C- to C range) (C+ to B+ range) (A range)
You offer an illogical You offer a limited or You offer a logical You offer an analytic,
SNAPSHOT and/or underdeveloped surface-level explanation and thorough explanation
explanation and explanation and interpretation of texts. and interpretation of
interpretation of texts. interpretation of texts. texts.
EXPLAIN Even though I am I can attempt to explain I can explain my thinking I can explain my thinking
thinking, I have difficulty my thinking, but have process and use specific process in detail,
àshow your and/or don’t understand trouble clarifying my examples. including the small steps
how to explain or give process. I may use or subtleties in my
work
examples about my examples, but they may process.
process. be limited.
4
COMPREHEND Even though I can
4
I can identify the W H I can identify and explain I can identify and explain
identify the W H, I may and attempt to explain a the relationships the relationships and
4
misread, confuse and/or basic understanding of between the W H. subtleties between and
àwho, what, 4
omit some key elements. their relationship. amongst the W H.
when, where
and how
(W4H): context My examples may be I can use explicit I can effectively use
limited or flawed. I can use some examples. examples. explicit and/or implicit
examples.
CONNECT Even though I attempt to I can establish and may I can establish and I can establish and
make connections, they be able to explain basic explain clear connections synthesize insightful
may be flawed, connections between the between the text and connections between the
àtext to self,
irrelevant, and/or text and myself, other myself, other texts text and myself, other
text to text,
incomplete. texts and/or the world. and/or the world. texts and/or the world.
text to world
I can use some examples. I can use explicit I can effectively use
My examples may be examples. explicit and/or implicit
limited, flawed and/or examples.
unjustifiable.
INTERPRET Even though I attempt to I can use my background I can use my background I can effectively use my
use my background knowledge and/or knowledge and/or background knowledge
knowledge and/or evidence from the text to evidence from the text to and/or evidence from
àthe “why?”,
evidence from the text, make simple and/or make clear, logical the text to make
drawing
my interpretations may obvious interpretations. interpretations. thoughtful, insightful
conclusions:
be general, unsupported interpretations.
inferences and/or irrelevant.
BK + TE = I
Comments:

25. If students don’t
understand the
words used
in the rubric,
it might as
well be
written in a
foreign language.

26. Assessment for Learning
1. Learning Intentions
2. Success Criteria
3. Descriptive Feedback
4. Questioning
5. Peer / Self Assessment
6. Ownership

27. Formative Assessment
=
Descriptive Feedback
Informs the student
Informs the teacher
Informs Learning

28. 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?

29. Carol Dweck (2006)

30. Csikzentmihalyi (1990)
Flow Theory – The
exhilarating moments when
we feel in control, full of
purpose, and in the zone.

31. Csikzentmihalyi (1990)
Challenge
Level
Skill Level

32. Daniel Pink (2009)
Autonomy –over task, time, team, and
technique.
Mastery – Becoming better at
something that matters.
Purpose

33. Frameworks
• Frameworks
Understanding by Design –
Wiggins and McTighe
Enduring Understandings
Essential Questions

34. 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.

35. 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.

37. 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

39. The Prescribed
Learning Outcomes
are the goals, not
content coverage.
Use the textbook as a
resource, not the
syllabus.

40. Curriculum Mapping
Learning Intentions – PLOs
Big ideas / Enduring Understandings
Essential Questions
Concepts – Things to know
Skills / Strategies
Formative Assessments / Instructional Activities
Summative Assessment(s)
Resources

41. Curriculum Map
Unit of Study
Learning
Intentions –
PLOs
Big Ideas /
Enduring
Understandings
Essential ?s
Concepts
(What students
need to know)
Skills & Speaking and Writing and
Listening: Representing:
Strategies
Reading and Metacognition:
Viewing:
Formative
Assessments /
Instructional
Activities
Summative
Assessments
Resources
Adapted from Pulling Together: Integrating Inquiry, Assessment, and Instruction in Today's
English Classroom by Leyton Schnellert, Mehjabeen Datoo, Krista Ediger, Joanne Panas

42. Comparative Civilizations 12 Curriculum Map
Questions to Consider in the Course:
What is the goal of life?
What role does happiness play in civilizations?
What does it mean to be human and happy?
Is vulnerability at the root of happiness? (See Brene Brown Ted Talk)
Where is the balance between technological advancement and the effect on mother nature?
Why are pluralism and tolerance essential for civilization?
Is justice a key component in civilization?
Is our pride in human achievement blinding us to the eventual end of Western Civilization?
Unit of Study Introduction to Civilizations Ancient Egypt: An Inquiry Approach Greece
Learning Statements PLOs I can describe concepts that define I can using a variety of primary and I can analyse the influence of the
the studies of civilizations. secondary sources and strategies in natural environment on the
research, such as the Internet, texts, development and identity of Greek
I can analyse elements and artefacts, visual sources, and literature civilization.
characteristics that contribute to the
identity of civilizations. I can develop and defend a position I can examine a variety of artistic works
by establishing a thesis, taking a side, (statues) with regards to:
providing supporting evidence, and - influences
using a variety of sources to support - materials/techniques
research - purpose
I can communicate my knowledge I can analyze how the arts express a
and understanding about civilizations civilizations’ cultural elements
by using effective written, oral, and
graphic communication skills. I can describe the development of
Athenian democracy and compare it
to democracy in the present day.
I can describe the significance of the
following to the study of civilizations: I can describe how Athenian
I can research through the use of a democracy is a reflection of Athenian
variety of primary and secondary values.
sources (e.g., artefacts, artworks,
literature, oral tradition) I can describe the role of philosophical
ideas in the development of western
I can describe the philosophical culture.
viewpoints of various cultures with
regard to universal concepts of life I can analyse how cultural values and
(e.g., love, death, time, space, nature, ideas are transmitted over time.
war and conflict, peace, prosperity,
eternity/afterlife)

43. English 10 Curriculum Map
Unit of Study A Quest Toward Inevitability and Is the Grass Going to
Perfection: Dystopian Fate: From Teen to be Greener?: Hope for
Literature Adulthood Future Generations
I can interact and collaborate in pairs
Learning Intentions and groups to
- understand the perspectives of others
- comprehend and respond to a
variety of texts
During reading, I can select and use a
range of strategies to construct,
monitor, and confirm
meaning, including:
- making connections
– making inferences and drawing
conclusions
I can write purposeful information texts
that express ideas and information to
– explore and respond
– analyse and explain
– speculate and consider
– argue and persuade
Big Ideas / We use dialogue and discussion to
develop, synthesize and clarify ideas.
Speaking and listening, reading and
viewing and writing and representing
Our cultural, historical, political and
social backgrounds influence our
Enduring
are recursive / iterative processes. attitudes about the world.
An understanding of literature is key to
Understandings an understanding of oneself, one’s
community, and the world.
Our cultural, historical, political and
social backgrounds influence our We need to reflect on, monitor, and
attitudes. regulate our own learning in order to
We need to reflect on, monitor, and improve.
regulate our own learning in order to A good thinker uses interpretations,
improve. analysis, synthesis and evaluation to
deepen and enhance understanding.
Reading the world always precedes
reading the word.
We need to reflect on, monitor, and
regulate our own learning in order to
improve.
What will tomorrow look like? Is fate inevitable? Where is the basis for hope in the

44. Social Studies 9 Curriculum Map
Unit of Study Identity From Exploration to Modern Canada: A
Colonialism Reflection of its Past
PLOs I can assess how identity is shaped by:
- family
I can analyse the reasons for initial
exploration and settlement of North
I can analyse the roots of present-day
regional, cultural and social issues
- gender America. within Canada.
- belief
- ethnicity I can analyse the relationship between I can investigate to roots of Canada’s
- nationality Aboriginal people and Europeans. political and legal systems, including
the development of two legal systems
I can describe the daily life in I can assess how economic systems from two cultures.
Aboriginal communities. contributed to the development of
Canada.
I can analyse the effects of colonialism
on trade and conflict.
I can assess the impact of the fur trade
on exploration and settlement.
Big Ideas / Enduring Identity is shaped by many different Colonialism exploits natural resources. Present day institutions are based in the
and connecting factors. It is used to past.
Understandings identify one as distinct from others and Early contact allowed for an exchange
also as part of a homogenous group. of technologies and goods.
Artistic expression is a reflection of the
society in which it was created.
Essential ?s What makes us who we are? Why do people explore? What do we see in our society today
that is clearly influenced by our history?
How is art a reflection of culture? What is at the root of conflict?
What can we expect in our future
What role does ethnicity play when How do people make decisions? based on where we’ve been in the
people interact? past?
How does a desire for power and
wealth affect relationships?
Concepts (What students Identity
Nationality
How the Renaissance influenced
exploration
Anglophone / Francophone
Separatist
need to know) Ethnicity Ethnocentrism Referendum
Heterogeneous vs. Homogeneous Colonization – The movement of
Cultures people into a new area with the intent
of developing the economy, religion
and culture primarily for the benefit of
its members back home.
Mercantilism
Colony
Mother country
Theocracy

45. Social Studies 9: Final Project
Enduring Understandings Learning Intentions Essential Questions
Identity is shaped by many different I can assess how identity is shaped by: What makes us who we are?
and connecting factors. It is used to - family
identify one as distinct from others - gender How is art a reflection of culture?
and also as part of a homogenous - belief
group. - ethnicity What role does ethnicity play when
- nationality people interact?
Colonialism exploits natural resources. I can analyse the reasons for initial Why do people explore?
exploration and settlement of North
Early contact allowed for an America. What is at the root of conflict?
exchange of technologies and
goods. I can analyse the relationship between How do people make decisions?
Aboriginal people and Europeans.
How does a desire for power and
I can assess how economic systems wealth affect relationships?
contributed to the development of
Canada.
I can analyse the effects of colonialism
on trade and conflict.
I can assess the impact of the fur trade
on exploration and settlement.
Present day institutions are based in I can analyse the roots of present-day What do we see in our society today
the past. regional, cultural and social issues that is clearly influenced by our history?
within Canada.
Institutions and ideas are rooted in What can we expect in our future
historical struggles / accomplishments based on where we’ve been in the
past?
People are generally capable of I can analyse the ideas of the Are rules necessary for civilized
improving themselves and their lives. Enlightenment thinkers and speculate societies to exist?
how their ideas can contribute to
As ideas of around rights develop revolution and conflict. Are people generally good or bad?
people are more likely to attempt to
fight for those rights in the form of
armed revolts.
Science is used to uncover / discover
the natural of human behaviour.
Change in history is often rooted in I can analyse the factors that What constitutes a Rebellious Act?
violence. contribute to revolution and conflict.
Do people have the right to rebel
The average citizen in society has a I can analyse the contribution of the against a government they don’t like?
powerful voice. American, English and French
Revolutions in the development of What are the roots of democracy?
democratic concepts.
When is democracy actually
democratic?
Does democracy exist?
Is democracy realistically attainable?
Is democracy necessary to ensure the
rights of people are upheld?
How much violence is justified in
securing a better future?

47. 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.

48. "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)

50. Contact Information
Jonathan Vervaet
Email: jonathanvervaet@gmail.com
Twitter: @jonathanvervaet
Blog: jonathanvervaet.wordpress.com