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Motivation and Assessment, Assessment For Learning - Coggle Diagram
Motivation and Assessment
Formative Assessments: greatest impact on student achievement and teacher feedback
Frequent Testing
Informs of instruction failure.
Short-cycle assessments
Identify progress
Effective Data Management
Reporting assessment result with maximum efficiency
Teachers and School leaders
Identify gaps in student learning
Translate data for program improvement
Contingent motivation: If you do X, then you get grade/award/money/etc.
Pink: contingent motivators sometimes work, but for many tasks, they don't work, or they do harm.
Pink: Extrinsic rewards narrow focus, reduce possibilities.
Pink: If/Then rewards work well when there's a simple set of rules and a clear destination.
Pink: Much of the work we do today does not have these simple rules and clear destinations.
Instrinsic Motivation
Autonomy: urge to direct our own lives; self-direction.
Students find legitimate motivation and meaning in self-directed inquiries.
Teachers are more creative in planning, assessment, and pedagogic strategy.
Purpose: the yearning to do what we do.
Teachers find legitimate meaning in and through their work.
Students discover/create/refine themselves and their interests through the educational experience.
Mastery: the desire to get better at something that matters.
Teachers continue to refine their ideas and techniques—"praxis."
Students want to improve and master what matters to them.
ARCS (increase in student motivation)
Attention
Humor/improv
Inquiry Learning: present students with a problem to solve.
Presentation Variety: use audio and visual aids.
Vary presentation methods: don't always lecture.
Relevance
Build on to prior skills
How does the lesson/material matter today? Will it matter in the future?
Increase relevance by provided choice in assignments.
Confidence
Provide small, achievable goals
Positive Feedback
Help students believe they can succeed.
Satisfaction
Use of Knowledge: create opportunities for students to use what is learned in a future lesson or situation outside of the classroom.
Give grades that are earned; don't patronize students.
Assessment For Learning
Students and Teachers
Work together to monitor level of knowlege
Best formative assment involves descriptive feedback
3 aspects: what is the goal?; where is student in relation?; what do we do to close the gap?
Student
Watch personal growth
Have control of their success
Have achievement expectations
Optimistic responses leave learners ready to keep trying and knowing what to do next.