1. Student Engagement and Assessment of Learning Materials needed for today: 1.Handout, Webinar #3

2. Assessment for learning practices facilitate student engagement.

3. Assessment of learning impacts student engagement.

4. Engagement is about self-determined commitment to the learning.

5. Extrinsic orientation…

6. Extrinsic orientation….. “Does this count for marks?”

7. intellectual engagement

8. self-determined commitment

9. intellectual engagement self-determined commitment intrinsic motivation

10. Self esteem influences learning and engagement

11. Pygmalion Effect

12. Assessment feedback has the potential to negatively impact student motivation, self-esteem, and engagement.

13. Classroom focused on learning:

14. Balanced Classroom Assessment Formative Assessment Summative Assessment

15. Assessment of learning has the potential to positively impact student engagement.

16. Involve students in the all stages of the assessment process.

17. How might we involve students in assessment of their learning?

18. mystery myth magic

19. Communicate how grades will be determined

20. Grades – and assessment – are broken if teachers simply “run the show”. Ken O’Connor, 2007

21. Grading Issues: 1.Practices that distort achievement 2.Quality and organization of evidence 3.Grade calculations When you finish reading and are ready to share key points with the group, check

22. Communicate how grades will be determined

23. Choices…choices…choices...

24. A totally standardized, one-size-fits-all approach to classroom assessment may be efficient, but it is not “fair”. Tomlinson & McTighe, 2006

26. Nutrition, Grade Five Students will demonstrate their understanding of a balanced diet, by explaining the concept and offering an illustrative example

27. CriteriaExcellence Level Content Provides clear, accurate, and complete explanation of “balanced diet” ExampleProvides appropriate example that illustrates the concept Tomlinson & McTighe, 2006

28. Students are users of the information that comes from assessments. O’Connor, 2007

29. Purpose Students are users of the information that comes from assessments. O’Connor, 2007

30. Purpose Targets Students are users of the information that comes from assessments. O’Connor, 2007

31. Purpose Targets Students are users of the information that comes from assessments. O’Connor, 2007 Progress

32. Student – led conferences What are the benefits (for students, for parents, for teachers)? What are the challenges? What preparation is required? What has the response been like (from students, from parents)?

33. Student-led conferences can be powerful experiences for students, parents and teachers.

34. Communicate clearly how grades are determined Give students choices Encourage students to track their progress Provide opportunities for students to communicate their progress to others Involving Students in the Assessment of their Learning

35. Classroom assessment information is the essential fuel that powers the learning system for students. Stiggins, 2005

37. How has this webinar series informed your practice? deb.mcfarlane-smith@gov.ab.ca

38. Grading Issue #1 Practices that distort achievement

39. Grading Issue #2 Quality and organization of evidence

40. Grading Issue #3 Grade calculations