Using StudentInvolved Classroom Assessment to Close利用学生参与课堂评估.pptVIP

Using Student-Involved Classroom Assessment to Close Achievement Gaps Rick Stiggens Jan Chappuis (2004). Theory Into Practice. Winter 2005, PP 11-18. Two Challenges Prevent young students from “giving up” by fostering confidence in their ability to succeed in school. Help students who have abandoned all hope for success overcome their feelings of defeat. Self-efficacy vs Self-confidence Self-efficacy and Self-confidence are not the same thing. Self-efficacy is the belief one holds in his or her ability to be successful. A student can have a high level of self-confidence and still not believe he or she can be successful academically. Academic Self-efficacy Often Matures in Small Increments Small, incremental successes can often lead to incremental increases in a student’s confidence. Increases in confidence can lead to greater effort. Greater effort will often lead to additional success. Success, as perceived by the student must be genuine. Three Classroom Assessment Tools Three uses of classroom assessment that (if done right) can encourage student self-efficacy thus leading to achievement successes: Student involvement in record-keeping. Student involvement in the assessment process. Student involvement in communicating about their progress. Involving students in record-keeping. If students have a clear understanding of the instructional intentions (i.e., learning targets) they can (with guidance) be taught to monitor their own progress. Involve the students themselves in identifying the criteria for success. Show the students how to keep records and chart their progress toward the learning targets. Student Self-Assessment Over time, and with help and guidance, students can learn to validly evaluate their own work. This requires clear evaluation criteria. Portfolios can play an important role here. Evaluating their own performance gives students a sense of control. Student Communication About Their Performance Innovations such as student-led conferencing adds fu