Advancing Formative Assessment in Every Classroom by Moss Connie M.;Brookhart Susan M.; & Susan M. Brookhart

Author:Moss, Connie M.;Brookhart, Susan M.; & Susan M. Brookhart [Moss, Connie M. & Brookhart, Susan M.]
Language: eng
Format: epub
ISBN: 9781416626725
Publisher: Association for Supervision & Curriculum Development
Published: 2019-05-02T00:00:00+00:00

Armed with this clear understanding of exactly what the teacher means by "impact crater," students can begin to gauge what they already know and what they need to learn. This act of realistically judging one's own ability (e.g., I already know lots of things about the surfaces of the planets and the surface of the Earth's moon; I can already tell a great deal about the role of weather and erosion on the Earth's surface) and setting a goal to match it promotes self-efficacy.

Just-right goals are neither too challenging nor too easily accomplished. In addition, just-right goals are specific and inspire a high level of commitment. Compared with a student who is highly committed to achieving the specifics of a challenging goal, a student who makes a general commitment to "do my best" has less potential to improve learning and achievement (Hattie, 2009). In fact, having a high level of commitment to an appropriately challenging goal has such a significant effect on student achievement that district leaders would do well to replace exhortations to students to "do your best" with encouragement to "face your challenges" or "strive to the highest" (p. 164). This shift to setting and getting challenging goals goes a long way toward promoting a growth mindset in all students (Dweck, 2006).

To set a just-right goal, students must examine the specific lesson-sized chunk of concepts and skills embedded in the learning target. They also need to know what they will be asked to do or produce during the performance of understanding and the success criteria they will apply to their work. It is critical, therefore, that teachers share the whole learning target and provide ample time throughout the lesson for students to aim for it (review the detailed information in Chapter 2). For instance, if students realize that they have a week to learn (1) how impact craters are formed; (2) how Earth's geology and geologic activity (like volcanoes, earthquakes, and plate tectonics) can both make impact craters visible and erase them from view; and (3) how the dense atmosphere of the gaseous planets helps explain why these planets are devoid of impact crater scars, they can set goals for both learning about impact craters and succeeding at today's performance of understanding, which asks them to form and test a hypothesis explaining how different-sized lunar impact craters formed. Students will drop different-sized marbles from varying heights onto a pan of flour covered with a thin layer of tempera paint. Because the content and performance of understanding tightly match the learning target statement, students naturally begin setting more specific, timebound goals.

Armed with specifics, each student has the opportunity to create a sequence of short-term, realistic goals for each lesson that build on each other (e.g., I already know what impact craters look like on the moon, so now I need to learn what caused the different sizes of lunar impact craters and analyze the relationship between crater size and the size and velocity of the impactor. I am really good at taking notes during a lab experiment.

Download

Copyright Disclaimer:
This site does not store any files on its server. We only index and link to content provided by other sites. Please contact the content providers to delete copyright contents if any and email us, we'll remove relevant links or contents immediately.