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Mind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice Divide
The document discusses the importance of formative assessment and moving away from traditional grading practices. It highlights research showing that intrinsic motivation is undermined by extrinsic rewards like grades. The presentation emphasizes using assessment to inform instruction and promote student ownership of learning.
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Mind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice Divide
- 1. Mind the Gap:(re)Examining Schooling, Assessing and the Theory / Practice Divide Presented by: Jonathan Vervaet @jonathanvervaet January 28th, 2015
- 2. “Stories matter. Manystories matter.” - Chimamanda Ngozi Adichie
- 3. “If students havenot been told where they are going, it is unlikely that they will arrive.” – Shirley Clark
- 4. Learning Intentions “I canfind evidence of current assessment research in my practice.”
- 5. Learning Intentions “I canidentify ways to use assessment to inform my instructional decisions .”
- 6. Learning Intentions “I canbecome curious about something in the research I want to inquire further into.”
- 7. “Assessment is thebeginning and the end of my teaching. It defines my culture, my relationships, my learning community, my values, and my beliefs about teaching and learning.” - Matt Rosati
- 8. Our Traditional System •Students are penalized if the don’t learn fast enough... Even though we know learning is an individual / developmental process. • What you do at the beginning of the course will always count against you... Despite the fact the student might now understand what they did wrong and how to prevent it in the future. • Grades include all student attributes... Even though we know grades should reflect the
- 9. The Paradigm Shift •Learning vs. Teaching • Outcomes / Standards vs. Tasks • Quality vs. Quantity • If students learn vs. When students learn • Confidence vs. Anxiety • Practice vs. One Chance • Improvement vs. Coverage Tom Schimmer
- 13. Reflection: How is seeing ourselvesas learners important for us as teachers?
- 14. Instructional Design The Scienceof Learning
- 15. Instructional Design 90% ofwhat we know about the brain we have learned in approximately the last 2 years
- 16. Instructional Design The samewill be true 10 years from now
- 17. Motivation 2.0 True orFalse: Rewarding an activity will get you more of it. Punishing an activity will get you less of it.
- 18. Harlow (1949) Radical finding,there was a third drive. The performance of the task provided intrinsic reward. The monkeys solved the problem simply because they found it gratifying to solve the puzzle.
- 19. 2 Harlow (1949) Rewarded themonkey with raisons. “Introduction of food in the present experiment served to disrupt performance, a phenomena not reported in the literature.” The monkeys made more errors and solved the puzzles less frequently.
- 20. Deci (1969) –Carnegie Melon Soma Block Experiment
- 21. Deci (1969) Day 1Day 2 Day 3 Group A No reward Cash Reward No reward Group B No reward No reward No reward
- 22. Deci (1969) –Carnegie Melon Soma Block Experiment “When money is used as an extrinsic reward for some activity, the subjects lose intrinsic interest for the activity.” Rewards give you a short term boost, but the effect wears off and can reduce long term motivation.
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- 26. Offering an award signalsthat the task is undesirable.
- 27. Focus on ShortTerm vs. Long Term Benefits
- 28. When goals areimposed and incentivized… Focus is narrowed on achieving only that goal.
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- 30. It leads tounethical behaviour in an attempt to reach the goal. aka..
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- 32. When rewards dowork… With routine and mechanical tasks.
- 33. You can’t undermine intrinsicmotivation in boring tasks.
- 35. Formative Assessment: 5 KeyStrategies… sometimes 6! Dylan Wiliam “Embedded Formative Assessment” (2011)
- 36. Formative Assessment: 1.Learning Intentionsand Success Criteria 2.Activities Designed to Elicit Evidence of Learning 3.Feedback that Moves Learning Forward 4.Peer Assessment 5.Student Ownership of Learning
- 37. Formative Assessment: 1.Learning Intentionsand Success Criteria 2.Activities Designed to Elicit Evidence of Learning 3.Feedback that Moves Learning Forward 4.Peer Assessment 5.Student Ownership of Learning
- 38. Formative Assessment: 1.Learning Intentionsand Success Criteria 2.Activities Designed to Elicit Evidence of Learning 3.Feedback that Moves Learning Forward 4.Peer Assessment 5.Student Ownership of Learning
- 39. Formative Assessment: 1.Learning Intentionsand Success Criteria 2.Activities Designed to Elicit Evidence of Learning 3.Feedback that Moves Learning Forward 4.Peer Assessment 5.Student Ownership of Learning
- 40. Formative Assessment: 1.Learning Intentionsand Success Criteria 2.Activities Designed to Elicit Evidence of Learning 3.Feedback that Moves Learning Forward 4.Peer Assessment 5.Student Ownership of Learning
- 41. Carol Dweck (2006) Fixedvs. Growth Mindset. Fixed – Believe they have to work with whatever intelligence they have because it can’t be increased. They resist novel challenges if they can’t succeed immediately. They’d rather not try than be perceived as dumb.
- 42. Carol Dweck (2006) Fixedvs. Growth Mindset. Growth – Believe intelligence can be built through life. See working harder as a way to improve. They persist and try a wide variety of solutions when given novel tasks.
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- 44. Csikzentmihalyi (1990) Flow Theory– The exhilarating moments when we feel in control, full of purpose, and in the zone.
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- 46. Daniel Pink (2009) Autonomy–over task, time, team, and technique. Mastery – Becoming better at something that matters. Purpose
- 47. Formative Assessment for Learning Ongoing Todetermine learning needs Ungraded and Descriptive Feedback (uses words) Provides feedback to students and teacher to promote learning Summative Assessment of Learning Occurs at the end of a learning progression Graded to determine achievement level and for reporting Evaluative Levels or Marks
- 48. Formative (for) Examples: -Oral questioning -Draftwork -Reflections -Portfolio reviews -Peer /self assessments Summative (of) Examples: -Inquiry projects -Presentations -Grade conferences -Portfolio reviews -Tests and quizzes
- 49.
- 53. Outline Signed byParents 5 / 5 Wksht HW Check 0 / 5 Completed but it was copied Homework Spot Check 6 / 5 Bonus marks for doing it! Quiz #1 7 /10 Quiz #2 24 / 25 Quiz #3 0 / 33 Absent w/out a parent note Binder Check 5 / 15 Missing Key Notes Essay Rough Draft 0 / 12 HW Not Completed Essay Peer Edit 0 / 10 Essay wasn't written Essay Corrections 0 / 5 Essay still not done Essay Good Copy 10 / 12 Got it! Particpation in Peer Edit Conference 0 / 5 Didn't have the essay written Group Participation 5 / 5 Unit #1 Test 36 / 54 Permission Slip for Field Trip Signed and Returned 5 / 5
- 54. The Benefits ofFormative Assessment Constantly weighing the pig won’t make it fatter...
- 55. The Latin rootword for assessment is "assidere" which means to sit beside.
- 56. G.O.S.S.I.P. Strategy Go outand selectively search for important points.
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- 58. A/B Partner –Mining for Gold A – says what the most important idea was from the reading. B – asks “Why is that important?” A – answers and explains. B – again, asks “Why is that important?” Do this until A can synthesize thought to a single word or phrase; Repeat for partner B.
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- 60. Principles for Classroom Assessment Studentsshould be part of the assessment process and involved in setting criteria, setting their own learning goals and designing demonstrations. )
- 61. "We must constantlyremind 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)
- 62. Relationships are allthere is. Everything in the universe only exists because it is in relationship to everything else. Nothing exists in isolation. We have to stop pretending we are individuals who can go it alone. - M. Wheatley
- 63. “I’m still learning.” -Michelangelo, Age 87
- 64. You must usethe research to support your practice to avoid being a well intentioned “Enthusiastic Amateur.” - Fullan and Hargraeves “Professional Capital”
- 65. Don’t come intothe profession to replicate current practice. Strive for excellence.
- 67. Teaching is notrocket science. It is, in fact, far more complex and demanding work than rocket science. - Richard Elmore (Professor of Education Leadership at Harvard Graduate School of Education)
- 68. Contact Information Jonathan Vervaet Email:jonathanvervaet@gmail.com Twitter: @jonathanvervaet Blog: jonathanvervaet.wordpress.com