Transcript Final Term Project - Appalachian State University

Final Term Project
Motivation Strategies for
Successful High-Stakes
Assessment
Introduction
• High-stakes assessments are part of
education today
• Student test anxiety is inherent during
high-stakes tests
• Adverse effects occur as a result of test
anxiety
2003, Sloane and Kelly
1995, Wolf and Smith
1993, Jenkins
2006, Jones and Jones et al.
2003, Abrams et al.
Test Anxiety:
Good or bad?
It could be good…
- Lack of anxiety can lead to indifference and absence of
motivation, manifesting itself in por performance and test
unreliability
- Anxiety, when directed properly, can lead to student
motivation, thorough preparation and high performance
levels
1993, Jenkins
2003, Sloane and Kelly
Test Anxiety:
Good or bad?
…Or it could be bad!
- Students who feel no potential for success will not be
motivated to try
- Anxious students are less likely to use test-taking
strategies
- Anxious students lose confidence in their recall ability
- Scores decrease as student perception of test difficulty
increases
- Scores decrease as student perceptions of their own
abilities decrease
2003, Abrams et al.
1990, Pinrich and De Groot
1998, Fulk et al.
1998, Bembenutty et al.
1996, Yepes-Baraya2006, McGuire
1998, Williams-Miller
1998, Urdan and Davis
Student Test Anxiety:
Adverse effects
• Negative Student Perceptions
Of themselves
Of the tests
• Lacking Confidence
In their knowledge
In their abilities
2003, Abrams et al.
1998, Bembenutty et al.
1998, Urdan and Davis
1990, Pintrich and De Groot
1996, Yepes-Barava2006, McGuire
Solutions
Lacking Confidence
- Making students test wise
- Practice makes perfect!
- Incorporate and practice strategies
- Get in Gear
1991, Rogers and Bateson
2006, Weaver
Test Wiseness
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Teach students about test form
Familiarize them with types of items
Remind about potential distracting items
Build confidence: “You can do this!”
1991, Rogers and Bateson
Practice makes perfect!
• Practice test form frequently in class
• Practice tests should be given in a lowstress environment
• Goal should be to make students
comfortable
• Strong performance should become
second nature
2006, Weaver
Strategies
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Keywords
Context clues
Process of elimination
Read question twice
Work it out!
2006, Weaver
“Get in Gear”
• Listening ears – stimulates acupuncture
points in ear that energize the brain
• Power Yawn – sends oxygen to the brain
• Brain Buttons – stimulates blood
circulation to the brain
• Cross Crawls – crosses 3 midlines of body
to “connect” right and left brain lobes
• Hook Ups – de-stress activity
2006, Weaver
2006, Rookstool
2002, Noland and Ross
Solutions
Negative Perceptions – Motivation
- Positive reinforcement
- Motivational guest speakers
- Academic Pep Rallies
- “Beat the EOG”
- Incorporation of multiple disciplines
2006, Weaver
1994, Shipman-Campbell
2005, McGuire
Positive Reinforcement
• Reinforce use of strategies with small
rewards
• Individual rewards for good scores, score
improvements
• Whole-class rewards for average
improvements in scores/strategy use
• “You can do this!”
2006, Weaver
Guest Speakers
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Older peers who have passed the tests
Successful, well-respected adults
Parents
Other teachers
Community members who are respected
by and work well with children
1994, Shipman-Campbell
Academic Pep Rallies
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Indoor or outdoor
All school, in gym
Single-class celebrations in classrooms
Before test - to build motivation and
confidence
• After test – to provide an incentive or “light
at the end of the tunnel”
1994, Shipman-Campbell
“Beat the EOG,” Literally
• In-class contest earns swings for students
• Day before test, the “beating” occurs
• Inflatable “EOG robot,” students can beat
him with a foam baseball bat
2006, Weaver
Multiple Disciplines
• P.E. – “Beat the EOG”
• Music – Students can write songs and/or
poetry to motivate peers, music teacher
can teach inspirational music
• Art – Artwork depicting successes and/or
peaceful feelings after test
2005, McGuire
Sales Pitch
This workshop is full of great ideas to
motivate and inspire your students, build
their confidence and make preparing for
high-stakes assessment a fun and
enjoyable experience for all!
References
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Abrams, Lisa M.; Pedulla, Joseph J.; Madaus, George F (2003). “Views from the
Classroom: Teachers’ Opinions of Statewide Testing Programs.” Theory Into
Practice, Volume 42, Number 1, Winter 2003.
Bembenutty, Hefer; McKeachie, Wilbert J.; Karabenick, Stuart A.; Lin, Yi-Guang
(1998). “The Relationship between Test Anxiety and Self-Regulation on Students’
Motivation and Learning.” Paper presented at the Annual Meeting of the American
Psychological Society, Washington, DC, May, 1998.
Fulk, Barbara M.; Brigham, Frederick J.; Lohman, Darlene A. (1998). “Motivation and
Self-Regulation: A Comparison of Students with Learning and Behavior Problems.”
Remedial and Special Education, Vol. 19, No. 5, September/October, 1998.
Jenkins, Jerry A. (1993). Can Quality Program Evaluation Really Take Place in
Schools? Paper presented at the Annual Meeting of the American Educational
research Association, Atlanta, GA, April 12-16, 1993.
Jones, M. Gail; Jones, Brett D.; Hardin, Belinda; Chapman, Lisa; Yarbrough, Tracie;
Davis, Marcia (2006). “The Impact of High-Stakes Testing on Teachers and Students
in North Carolina.” Phi Delta Kappan, Vol. 81, Issue 3.
McGuire, Logan (2005). Various materials and personal teacher testimony.
McGuire, Logan (2006). “Action Research Project.” Paper presented to the Master of
School Administration Program, Appalachian State University. Presented at Hickory,
NC, April 13, 2006.
Noland, Donna; Ross, Becky (2002). Awaken Your Brain: A Simple Guide for
Teachers and Parents Pre K-5. Available at www.geocities.com/brainboosters2000/.
References (continued)
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Olson, George (2006). “Term Project.” Available at www.lesn.appstate.edu/olson.
Pintrich, Paul R.; De Groot, Elisabeth V. (1990) “Motivation and Self-Regulated
Learning Components of Classroom Academic Performance.” Journal of Educational
Psychology, Vol. 82, No. 1, 33-40.
Popham, W. James (2005). Classroom Assessment: What Teachers Need to Know.
Boston: Pearson Education, Inc.
Rogers, W. Todd; Bateson, David J. (1991). “The Influence of Test-Wiseness on
Performance of High School Seniors on School Leaving Exsaminations.” Applied
Measurement in Education, Vol. 4, No. 2, 159-183.
Rookstool, Jeri (2006). Various materials and personal teacher testimony.
Shipman-Campbell, Alice (1994). “Increasing the Number and Success Rate of
Junior Honors English Students in Taking English Advanced Placement
Examinations.” Practicum report presented to the Ed.D. Program in Child and Youth
Studies, Nova Southeastern University.
Sloane, Finbarr C.; Kelly, Anthony E (2003). “Issues in High-Stakes Testing
Programs.” Theory Into Practice, Volume 42, Number 1, Winter 2003.
Urdan, Tim; Davis, Heather (1998). “Differences by Race and Grade Level in
Motivation for Taking Standardized Achievement Tests.” Paper presented at the BiAnnual Meetings of the Society for Research on Adolescence, San Diego, CA,
February, 1998.
Weaver, Jacque (2006). Various materials and personal teacher testimony.
References (continued)
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Williams-Miller, Janice E. (1998). “The Role of Test Anxiety in the Self-Regulated
Learning to Motivation Relationship.” Paper presented at the Annual Meeting of the
American Educational Research Association, San Diego, CA, April, 1998.
Wolf, Lisa F.; Smith, Jeffrey K (1995). “ The Consequence of Consequence:
Motivation, Anxiety, and Test Performance.” Applied Measurement in Education.
Lawrence Erlbaum Associates, Inc., 1995.
Yepes-Baraya, Mario (1996). “A Cognitive Study Based on the National Assessment
of Educational Progress (NAEP) Science Assessment.” Paper presented at the
Annual Meeting of the National Council on Measurement in Education, New York,
NY, April, 1996.