Final Term ProjectFinal Term Project

Motivation Strategies for Motivation Strategies for Successful High-Stakes Successful High-Stakes

Assessment Assessment

IntroductionIntroduction

• 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:Test Anxiety:Good or bad?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:Test Anxiety:Good or bad?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-Baraya 2006, McGuire

1998, Williams-Miller 1998, Urdan and Davis

Student Test Anxiety:Student Test Anxiety:Adverse effectsAdverse 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-Barava 2006, McGuire

SolutionsSolutions

Lacking Confidence- Making students test wise

- Practice makes perfect!

- Incorporate and practice strategies

- Get in Gear

1991, Rogers and Bateson2006, Weaver

Test WisenessTest Wiseness

• 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 makes perfect!

• Practice test form frequently in class

• Practice tests should be given in a low-stress environment

• Goal should be to make students comfortable

• Strong performance should become second nature

2006, Weaver

StrategiesStrategies

• Keywords

• Context clues

• Process of elimination

• Read question twice

• Work it out!

2006, Weaver

““Get in Gear”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 activity2006, Weaver

2006, Rookstool

2002, Noland and Ross

SolutionsSolutions

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 ReinforcementPositive 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 SpeakersGuest Speakers

• 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 RalliesAcademic Pep Rallies

• 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,” LiterallyBeat 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 DisciplinesMultiple 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 PitchSales 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!

ReferencesReferences• 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)References (continued)• 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 Bi-Annual Meetings of the Society for Research on Adolescence, San Diego, CA, February, 1998.

• Weaver, Jacque (2006). Various materials and personal teacher testimony.

References (continued)References (continued)

• 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.