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Student 
Motivation and 
Ownership 
Feedback, Assessment, and 
Rubrics
Assessments and Feedback 
First create challenging learning goals and 
give students a sense of control over their 
learn...
Assessments: the process of gathering 
evidence of student learning to inform 
instructional decisions. 
Formative assess...
Effective forms of feedback are engaging and 
ongoing interactions that tell students how 
they are doing in their efforts...
Consider peer feedback: 
Peer revisions – use rubrics to guide 
evaluations 
Checks for clarity 
Inquires about process...
Consider self-evaluations: 
Reflective questions about process, 
performances, or products 
Learning logs – document 
im...
Consider technology: 
Formative assessments 
Podcast or recorded feedback 
Googledocs, Dropbox, or Evernote for 
anytim...
Information from: 
 Balanced Assessment: From Formative to Summative 
by Kay Burke 
 Engaging Students with Poverty in M...
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Student Motivation and Ownership

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Feedback, Assessment, and Rubrics

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Student Motivation and Ownership

  1. 1. Student Motivation and Ownership Feedback, Assessment, and Rubrics
  2. 2. Assessments and Feedback First create challenging learning goals and give students a sense of control over their learning Quality feedback moves students closer towards achieving their goals Meaningful feedback experiences continue throughout the learning process Peer and self-evaluation are effective forms of feedback
  3. 3. Assessments: the process of gathering evidence of student learning to inform instructional decisions. Formative assessments provide feedback during the learning process Summative assessments make a final judgment at the end of the learning process Assessments are a collection of all of the tools used to gain information about student learning and instructional effectiveness
  4. 4. Effective forms of feedback are engaging and ongoing interactions that tell students how they are doing in their efforts to reach a goal. How to proceed, students reflect and adjust (identify possible obstacles, determine strategies) How much and quality of progress made towards the goal (deepen understanding) Specific information relates directly to the learning goal (must be measurable)
  5. 5. Consider peer feedback: Peer revisions – use rubrics to guide evaluations Checks for clarity Inquires about process or detail Provide praise and suggestions for improvement Evaluations with group work Accountable talk
  6. 6. Consider self-evaluations: Reflective questions about process, performances, or products Learning logs – document improvement/growth, challenges, successes, strategies, etc. To-do lists, checklists, and rubrics – monitor progress and quality Opportunities to further/deepen understanding
  7. 7. Consider technology: Formative assessments Podcast or recorded feedback Googledocs, Dropbox, or Evernote for anytime interactions and feedback Create a class blog, students can ask/answer questions posted by you or their classmates
  8. 8. Information from:  Balanced Assessment: From Formative to Summative by Kay Burke  Engaging Students with Poverty in Mind by Eric Jenson  Essential Questions: Opening Doors to Student Understanding by Jay McTighe and Grant Wiggins  How to Create and Use Rubrics for Formative Assessment and Grading by Susan Brookhart  Podcasting to Personalize Feedbackhttps://www.teachingchannel.org/videos/st udent-feedback-through-technology

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