Field Study

Dovetail box

looking at making a dovetail box, I already have intrinsic motivation to do the task....so i use to criteria to guide me and keep me on task....it tells me if I have learned what I wanted....if I don't meet the criteria I can self refelct what I still need to learn - set goals - learn, and try again to meet criteria

so it actually begins with intrinisc motivation

all invested learning must begin with instrinsic motivation....it still can be extrinisic but the student will not be as vested

Random thoughts or facts

• self assessment is fluid - almost expires after doing it - so do in term 2, then put in g4 might be dated
• we are doing it, but why...falls by the wayside.
   once per year...set goals based on that...and then..
  
  •  think self assessment is essential because it forces one to reflect on strengths and clannages. We need to know those in order to be effective 'strategic action plan'ners. (SAP is a huge part of SRL) thoughts of kk
  • Montessori: observation booklet.  In the philoshpy is about observing the child.  creepy!
    
    do my observations and the childs self refflections match up - are they different?
   

Progression of questions

1. How does self assessment promote learning in a K-12 classroom.
2. What effect do criteria and ruberic affect self assessment?
3. What the hell is the point of doing sefl assesement
4. how can self assessment be useful, but avoid all the horrors of grading... 
5. Baseline
   
   
   Do you get the help you need?
   “I get help from adults when I need it.”
   
   
   
   
   Do you bring value to the classroom?
   “I am important to our classroom community.”
   
   
   
   
   Do you use a growth mindset
   “I use a growth mindset”
   
   
   then by using self assessment, because self assessment is refective, and by using using effort based feedback (growth mindset) a child’s general sense of well being should improve.
   
   
   How can self assessment improve a childs precieved value and sense of belonging?
   
   
   How can qualitiate feedback improve…
   
   
   
   
    

Resources

• myron dweuek
• profiles

Ways to collect data

• exit slip self assessment
• asking what have they heard of self assesesmn - to see where they are setting
• what is their sense of self assessment - what do they know

Ruberics

• What all this means is that improving the design of rubrics, or inventing our own, won’t solve the problem because the problem is inherent to the very idea of rubrics and the goals they serve.   This is a theme sounded by Maja Wilson in her extraordinary book, Rethinking Rubrics in Writing Assessment.[9]  In boiling “a messy process down to 4-6 rows of nice, neat, organized little boxes,” she argues, assessment is “stripped of the complexity that breathes life into good writing.”  High scores on a list of criteria for excellence in essay writing do not mean that the essay is any good because quality is more than the sum of its rubricized parts.  To think about quality, Wilson argues, “we need to look to the piece of writing itself to suggest its own evaluative criteria” – a truly radical and provocative suggestion.
• 
  
• ruberics increase enstrinsic motivation and rank the kids against another
• 
  
• If quality is more than the sum of its rubricized parts, then what is quality?  How will the kids know what quality is?  How will we know what to teach?

intriguing information

Gust is one of a growing number of schools across the country where student self-assessment is one type of formative assessment that is woven into the school day. The idea is that just as teachers can teach more effectively if they check students' progress along the way, students can learn more effectively if they understand what they're working toward and where they are.

At its core, student self-assessment is driven by three basic questions, she said. Students are taught to ask themselves, "Where am I going, where am I now, and where to next?"

Testing is easy.  We do it at the start of the year to get a snapshot of the kid before knowing them.  As the year goes, what is the point?  We should know their strengths and weaknesses enough to provide valuable feedback to progress their learning.



ariticle on observing


Core competencies’ development is not about reducing the process to only completing a template or checking off a rubric; it is a metacognitive process facilitated and supported by teacher and peer dialogue, an opportunity for reflection on learning activities, and a chance to focus on evidence of growth over time.”  


Highlights from Why the Best Teachers Don't Give Tests


Multiple-choice exams can be clever but, as test designer Roger Farr of Indiana University ultimately concluded, there is no way “to build a multiple choice question that allows students to show what they can do with what they know.”


We can also concede that some reasons for giving tests are more problematic than others. There’s a difference between using them to figure out who needs help — or, for more thoughtful teachers, what aspects of their own instruction may have been ineffective — and using them to compel students to pay attention and complete their assignments.


The more you’re led to focus on what you’re going to have to know for a test, the less likely you are to plunge into a story or engage fully with the design of a project or experiment. 


Marilyn Burns insists that one-on-one conversations tell us far more about students’ mathematical understanding than a test ever could  


One can fill a bookshelf with accounts of other forms of authentic assessment: portfolios, culminating projects, performance assessments, and what the late Ted Sizer called “exhibitions of mastery”: opportunities for students to demonstrate their proficiency not by recalling facts on demand but by doing something: constructing and conducting (and explaining the results of) an experiment, creating a restaurant menu in a foreign language, turning a story into a play.




We need to collect information about how students are doing, and then we need to share that information (along with our judgments, perhaps) with the students and their parents.  Gather and report — that’s pretty much it.

Collecting information doesn’t require tests, and sharing that information doesn’t require grades.  

*  Grades tend to diminish students’ interest in whatever they’re learning.  A “grading orientation” and a “learning orientation” have been shown to be inversely related and, as far as I can tell, every study that has ever investigated the impact on intrinsic motivation of receiving grades (or instructions that emphasize the importance of getting good grades) has found a negative effect.

*  Grades create a preference for the easiest possible task.  Impress upon students that what they’re doing will count toward their grade, and their response will likely be to avoid taking any unnecessary intellectual risks.  They’ll choose a shorter book, or a project on a familiar topic, in order to minimize the chance of doing poorly — not because they’re “unmotivated” but because they’re rational.  They’re responding to adults who, by telling them the goal is to get a good mark, have sent the message that success matters more than learning.

***. This links to Growth Mindset ***

*  Grades tend to reduce the quality of students’ thinking.  They may skim books for what they’ll “need to know.” They’re less likely to wonder, say, “How can we be sure that’s true?” than to ask “Is this going to be on the test?”  In one experiment, students told they’d be graded on how well they learned a social studies lesson had more trouble understanding the main point of the text than did students who were told that no grades would be involved.  Even on a measure of rote recall, the graded group remembered fewer facts a week later (Grolnick and Ryan, 1987).

  

reasons for ruberics

What’s our reason for trying to evaluate the quality of students’ efforts?  It matters whether the objective is to (1) rank kids against one another, (2) provide an extrinsic inducement for them to try harder, or (3) offer feedback that will help them become more adept at, and excited about, what they’re doing.  Devising more efficient rating techniques – and imparting a scientific luster to those ratings – may make it even easier to avoid asking this question.  In any case, it’s certainly not going to shift our rationale away from (1) or (2) and toward (3).

does self assessment get rid of 1, provide more intricstic 2, and give self 3?


https://montessori-nw.org/blog/observing-children 

“I remember the first time that a grading rubric was attached to a piece of my writing….Suddenly all the joy was taken away.  I was writing for a grade — I was no longer exploring for me.  I want to get that back.  Will I ever get that back?” 

                                                   — Claire, a student (in Olson, 2006)