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