Authentic Assessment Category 5
Here is a collection of articles written on the EdVisions model and network schools.
Authentic Assessment articles
*All articles are available upon request by emailing firstname.lastname@example.org
Category 5: Use of the Hope Survey to inform the PLP's and instructional design.
Ferrari, J. R., Haq, A., & Williams, S. M. (2014). Hope in civic action: To be optimistic and non-prejudicial. College Student Journal, 48(2), 185.
The present study explored perceptions of hope for social change through civic engagement. Psychology majors, active in campus clubs and organizations (n= 52; M age = 19 years old) completed survey measures predicting hopeful (agency and pathways) tendencies by positive personality qualities, such as positive perceptions of life, being nonjudgmental, and helpfulness. Results indicated that for students engaged in activities, aspects of hope are best related and predicted by non-prejudicial beliefs toward others, and a general sense of optimism was not a significant predictor. Implications of these results for promoting student civic action are discussed along with limitations and future research directions. (look up link to Snyder’s article and maybe more)
Lopez, S. J. (2012). Does your school build on strengths. Phi Delta Kappan, 93(6), 70.
The article discusses student attitudes toward learning and student-centered education, in response to sample questions of a Gallup Student Poll that were posed to U.S. students. Topics include student motivation and empowerment, strategies to increase student engagement that are centered around the development of students' effective strengths, and educational cooperation to support the identification and fostering of students' strengths. Also presented are tips for teachers to capitalize on student strengths, such as responding with authentic excitement, ensuring positive student-teacher communication, and being an active listener.
Lopez, S. J. (2014). Making hope happen: Create the future you want for yourself and others. New York, NY: Atria Books.
Some people manage to bounce back quickly from setbacks, to lead happy, healthy, productive lives, no matter their circumstances. These people have found a way to make good things happen even when luck isn’t on their side. The secret ingredient they use to transform their lives, it turns out, is hope.
Using discoveries from the largest study of hopeful people ever conducted, Shane J. Lopez, PhD, “the world’s preeminent expert on hope” (Sonja Lyubomirsky, author of The How of Happiness), reveals that hope is not just an emotion but an essential life tool. Hope is a leading indicator of success in relationships, academics, career, and business, and with Making Hope Happen, you can measure your level of hope and learn how to increase, use, and share it. In addition, Lopez shares the uplifting stories of real people who have created hope in their own lives and communities, from a CEO who befriended a curious nine-year-old to a college student who is thriving after two heart transplants.
Lopez, Shane J. (2013). "Making hope happen in the classroom." Phi Delta Kappan 95, no. 2: 19.
The article discusses the positive impact of hopeful future thinking on academic performance on students, portions of which are adapted from the author's book "Making Hope Happen: Create the Future You Want for Yourself and Others." Topics include the value of daydreaming, the psychology of hope and its link to educational outcomes in grade point average (GPA) success and graduation rate, as well as hope's impact on student engagement.
Lopez, S. J. (2010). Making ripples. Phi Delta Kappan, 92(2), 40.
The article focuses on how teachers and educators can spread an attitude of hope and empowerment in U.S. schools. The author describes his experience with a teacher who was found to be an obstacle to the school's educational achievement. Several facts from educational researchers and statistics based on a Gallup Student Poll are presented to show the benefit of hopefulness among school children. The author presents several ways school administrators, principals, and teachers can instill a sense of hope in their schools including creating excitement about the future, teaching the "ways" to solve problems and be a successful student, and eliminate obstacles to school goals.
Lopez, S. J. (2012). The how of hope. Phi Delta Kappan, 93(8), 72.
The article discusses hope in American students, their belief that they will be able to solve problems, and ways to increase their hope of reaching their goals. The author describes the Hope Camera Project and discusses the results of its use in Kansas public schools. He discusses the need for students to understand how to reach their goals, and suggests teaching them how to study for exams, succeed in job interviews, and compete in sports. Statistics of a Gallup survey of student confidence are given, as well as instructions on how to implement the project.
Newell, R. J., & Van Ryzin, M. J. (2009). Assessing what really matters in schools: Creating hope for the future. New York, NY: Rowman & Littlefield Education.
Since the 1960s, efforts to reform education—including various curricular changes, reading approaches, teacher preparation, money for the disadvantaged, and different instructional approaches—have failed to bring about true systemic change because the reforms fail to deal with a different definition of learning. The Hope Study was created to discover whether a radically different learning environment would achieve different outcomes. In detailing the outcome of the Hope Study, Assessing What Really Matters in Schools gives hope to innovative and progressive schools, to new and different accountability systems, while changing the conversation from an achievement discourse to a human development discourse.