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    Assessment For Students Motivation

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    Xi Liu
    This document discusses ways to motivate students through assessment using the TARGET model. It describes the six elements of the TARGET model: Task, Autonomy, Recognition, Grouping, Evaluation, and Time. For each element, it provides strategies and examples for how to structure learning experiences to meet students' academic needs. The goal is to design authentic assessments, like portfolios and performances, that evaluate student learning and provide feedback to improve instruction. Teachers are encouraged to apply the TARGET model in redesigning assessments and allowing students more choice, recognition, collaboration, and time in their work.

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    Assessment For Students Motivation

    Uploaded by

    Xi Liu
    36 views21 pages
    This document discusses ways to motivate students through assessment using the TARGET model. It describes the six elements of the TARGET model: Task, Autonomy, Recognition, Grouping, Evaluation, and Time. For each element, it provides strategies and examples for how to structure learning experiences to meet students' academic needs. The goal is to design authentic assessments, like portfolios and performances, that evaluate student learning and provide feedback to improve instruction. Teachers are encouraged to apply the TARGET model in redesigning assessments and allowing students more choice, recognition, collaboration, and time in their work.

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    Assessment for Students Motivation

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    This document discusses ways to motivate students through assessment using the TARGET model. It describes the six elements of the TARGET model: Task, Autonomy, Recognition, Grouping, Evaluation, and Time. For each element, it provides strategies and examples for how to structure learning experiences to meet students' academic needs. The goal is to design authentic assessments, like portfolios and performances, that evaluate student learning and provide feedback to improve instruction. Teachers are encouraged to apply the TARGET model in redesigning assessments and allowing students more choice, recognition, collaboration, and time in their work.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    36 views21 pages

    Assessment For Students Motivation

    Uploaded by

    Xi Liu
    This document discusses ways to motivate students through assessment using the TARGET model. It describes the six elements of the TARGET model: Task, Autonomy, Recognition, Grouping, Evaluation, and Time. For each element, it provides strategies and examples for how to structure learning experiences to meet students' academic needs. The goal is to design authentic assessments, like portfolios and performances, that evaluate student learning and provide feedback to improve instruction. Teachers are encouraged to apply the TARGET model in redesigning assessments and allowing students more choice, recognition, collaboration, and time in their work.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 21

    ASSESSMENT FOR

    MOTIVATING
    STUDENTS
    ACTIVITY

    • Go to your lesson/unit plan (one note). For each of the twelve


    student academic needs, list two ways in which you met the need of
    the students. Be specific, highlight your lesson.

    • Then try to list specific ways in which you could alter the teaching
    methods in order to meet (at least 6) needs of the students more
    effectively.
    OBJECTIVES
    • Motivate students through assessment using
    TARGET model
    • Evaluate and redesign authentic assessments,
    including portfolios, exhibitions, performances,
    informal assessments, journals, and the
    development of rubrics.
    ARE YOUR LEARNING ON TARGET
    (AMES, 1992; EPSTEIN, 1989)
    • T task that students are asked to do
    • A autonomy or authority students are allowed in
    working
    • R recognition for accomplishments
    • G grouping practices
    • E evaluation procedures
    • T time in the classroom
    T – TASK FOR
    LEARNING
    • Task Value:
    – its importance, interest to the student, usefulness or utility,
    and the cost in terms of effort and time to achieve it. 
    • Genuine Appreciation
    • Expectation
    – student’s perception of the difficulty of a task
    • Authentic Tasks
    – task relates to real-life experiences of students
    – Problem Based Learning.
    AUTONOMY AND
    RECOGNITION

    “offering students’
    choices about
    assignments and by
    encouraging them
    to take initiative
    about their own
    learning.”
    R - RECOGNITION FOR
    ACCOMPLISHMENTS
    “Students should be recognized for
    improving on their own personal best, for
    tackling difficult tasks, for persistence, and
    for creativity—not just for performing
    better than others.” P. 499
    Interest, performance, attributions to
    effort, and task involvement were higher
    after personalized comments.

    W O RT H
    U DE NT
    ST
    G-GROUPING AND GOAL
    STRUCTURE

    cooperative learning – to
    achieve a common goal

    supports students’ need


    for belonging
    “What am I learning?” not
    “What will the teacher think
    about my performance?”
    E-
    EVALUATION cooperative and individualistic
    PROCEDURES structures

    Personal improvement
    T-TIME IN THE
    CLASSROOM
    • Accommodating the different
    amount of time needed to learn
    –Practice
    –Catch up
    –Break
    • WILL YOU MAKE TIME?
    ALLOW YOUR STUDENTS TO ASK AND EQUIP
    THEM TO ANSWER THESE QUESTIONS
    • Can I Do It? Building Confidence and Positive
    Expectations
    • Do I Want to Do It? Seeing the Value of
    Learning
    • What Do I Need to Do to Succeed? Staying
    Focused on the Task
    • Do I Belong in This Classroom?
    PAUSE

    • Think back on your report cards and grades over the


    years. Did you ever receive a grade that was lower
    than you expected? How did you feel about yourself,
    the teacher, the subject, and school in general as a
    result of the lower grade? What could the teacher
    have done to help you understand and profit from the
    experience?
    WHAT IS AUTHENTIC ASSESSMENT?
    GOAL
    • “Observing and evaluating the quality of their product, procedure,
    or performance.” (Cruickshank, 2011, p. 327)
    • Cognitive and Performance Assessment
    • Grade: summary from several tasks or situations and using set of
    criteria
    • Authentic assessment is often more formative in nature and more
    condusive to changes in instruction, accuracy of the information
    gathered.
    • To make it fair and useful -> provide formal observation and
    evaluation based upon well-defined criteria
    • How: written checklists, rating scales, or rubrics
    • Example: Portfolio, Lab Book, Report, Journal.
    EXHIBITION
    STUDENT LED CONFERENCE
    NORM-
    REFERENCED
    VERSUS
    CRITERION-
    REFERENCED
    GRADING
    Go Go to the rubric for your presentation.

    Try to discuss with your pair how to


    Try make the rubric more effective.

    IN ACTION
    Inform Inform the rubric to the student who
    will assess in the next presentation.

    Use it as a standard for you to assess


    Use your friend later.
    HOMEWORK 5
    • Create a system (authentic assessment) for your unit plan so you may be able to observe and
    evaluate your students.
    • In your assessment system make sure they are on

    • T task that students are asked to do


    • A autonomy or authority students are allowed in
    working
    • R recognition for accomplishments
    • G grouping practices
    • E evaluation procedures
    • T time in the classroom

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