The motivation of performance

I am rereading the book of Educative Assessment: DesigningAssessments to Inform and Improve Student Performance by Wiggins, Grant. P.  He is talking about the difference between  a traditional unauthentic assessment and an assessment for a real world. One of the biggest differences is that in a traditional inauthentic assessment, students need not to face the real effect of their sloppy, ineffective or incomplete work at school.  On the contrary, the same student might work like a dog, just to assure a public play during the weekend successful.

At this point, I start to connect the web portfolio in the class which I amteaching: students are required to develop a web portfolio, using Google pages creator, to demonstrate the projects they learn during this class, and to reflect on their learning process and the learning objects.  Students from formal semesters of this class shew nagative attitude toward the reflection part. They felt that work was laboring and boring. Some students complained that part was meaningless since it was just repeating what they have already done.  Based on these situations, Wiggins’ opinions are important at motivate students to reflect in their portfolio: 1.  students need to realize that this portfolio is public . Instructors need to enlarge the publicity of their portfolios. Peers, mentors, and other stakeholders need to be invited to visit these students’ ongoing portfolios, and make comments and give feedback; 2. students need to understand and keep in their mind of the purposes and audience  of their portfolios.  Do I intend to develop this portfolio just to meet the class’ requirements? Could I use it for future job hunting?  Who are and will be my portfolio’s audience? What do I want to demonstrate in my portfolio?  What is the most important part in my portfolio? Students need to keep these in their mind when they are planning and developing for their portfolios.

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