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Innovative educational authors and thinkers often identify the tradition of conventional testing as a core obstacle in overhauling education. While “teaching to the test” draws near universal ire, most of us continue the old routine: lesson -> homework practice -> quiz -> test -> next unit -> lesson -> practice, etc. Students are warned to pay attention and take quality notes in order to perform well on the omnipresent test. Wouldn’t it be great if students enjoyed coming to class because they embraced ownership of their own learning and found the material to be both relevant and engaging? Over the years, I have found ways of overhauling the structure of my classroom to transfer the ownership of the learning to the students via a combination of mutual respect and an alternative grading strategy. My methods include rich participation metrics, diverse projects and effective editing. Innovative assessments are not only possible within the constraints of conventional external grades, but students and parents embrace them. Diverse classrooms of students at different skill levels can also be readily accommodated. In addition to outlining methodologies, ready-to-use assessment tools will be provided for teachers to use directly or adapt to their needs.
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Crossing the RubiconInspiring Intrinsic Motivation through Alternative AssessmentBrian Surkan | The Walker School
Foundational Questions1.What are the objectives of our classes?2.How would we like students to be motivated?3.How can we optimize assessment to measure
what matters to us?
What do you teach?
Multiple Objectives• First: I teach students– Kindness, perspective, citizenship, motivation,
communications, and many more life lessons– And they teach me…perhaps even more
• Second: I teach history– Lessons from the past– Critical thinking and information validation– Rhetorical skills, both oral and written
How are students commonly motivated?
Common Motivations• Entertaining lessons• Flashy Technology• Competitions / Games• Candy / Prizes• Grades
• Engaging Projects• Simulations• Relevance• Respect• Praise
Dominant Motivation: Grades• Teachers use as carrots & sticks• Parents ditto• College applications• Class placement• Academic awards• Self-esteem
Ideally, how would we like our students to be
motivated?
Ideal Motivations• Understanding of the value of the material• Passion for the subject• Love of learning• Pride in own work / behavior• Respect for the teacher• Respect for parents’ values / school choice
How can we achieve intrinsic motivation?
Outsourcing Motivation• More selective admissions (private schools)• Redirection of unmotivated to trade schools• Fix it in lower grades (before they get to me)• Eliminate grades (or employ grade inflation)• New national standards• Hypnotism
Working Within Sphere of InfluenceRafe Esquith• Public School – 5th Grade• Inner City L.A.• Gangs / violence real risks• Students below grade level• Few native English speakers• ~ 35 Students / year• Self-contained class• No assistant
Katherine Harrison• Private School• 3rd – 5th grade Spanish• ~ 175 Students / year• No textbook• No assistant• No worksheets• Student-generated tests• Phenomenal results
Keys to intrinsic motivation?
Respect• Assume students are interested in operating at
high levels of moral development• Listen to students• Provide options whenever possible• Include students in decision-making• Admit own mistakes without excuses• No wasted time
Relevance• Clarify relevance of lessons to students’ lives• Engaging texts / resources• Organize lessons in a proper hierarchy• Meaningful requirements (not arbitrary)• Meaningful homework• No busywork
Reflection• Foster student self-awareness of– Potential– Participation– Progress– Performance
• Explicit, systematic self-assessment• On-going improvement
Practical Applications
Respect• Student desks are arranged in a circle• Students flag in – equal access to speak• I solicit suggestions on class structure on day 1• I solicit student advice when I’m confused• I trust students, including take home tests• I provide a variety of project options• Students run the class blogs
Reflection• Students propose quest quest-ions (sample)• Student Surveys – formal and informal• Quarterly Plus / Delta Reflection Sessions• Grading– 50% Performance– 50% Participation Writ Large (see printed rubric)
• 25% Student-assessed• 25% Teacher-assessed
Relevance• Class time is intense with little down time• Homework always requires deep thought• Minimal use of insipid conventional textbooks• Customized quests for each section• Students encouraged to experience history• Simulations used wherever possible– World Wars / Mock Congress / Railroads
Results?
By changing assessment, students……develop self-esteem founded on achievement…invest well beyond minimum requirements…realize that learning is about the journey…develop more self-control and focus…retain what they learn
Teachers?• Engaged students = happy parents = no calls• Participation -> honest performance grades• Students become increasingly engaged• Class management issues dissipate• Grades can be calibrated as needed
Questions?
Caveat: Grades
Grades are here to stay, but...
…you get what you measure.
What would we like grades to measure?• Participation• Character• Interest• Performance• Progress
Traditional Emphasis Performance?• Measures cumulative outcome• Objective• Habitual• Non-controversial• It prepares them for the next level
Problems with Performance• Discounts the learning process• Suggests that only the end result matters• Cheating• Does not reflect life• Cramming
Alternative Assessment
3P System (1)• Performance - 1/3• Progress - 1/3• Participation - 1/3
3P System (2)Advantages• Recognizes progress• Reduces weight placed on
Performance• Recognizes participation
Disadvantages• Hard to quantify• Lacks student ownership• Still extrinsic
Sources• http://kumardeepak.files.wordpress.com/201
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