Motivating Students to Participate in Assessments October 20

Motivating Students to Participate in Assessments October 20, 2009 School Improvement Webinar Series www. acteonline. org/multimedia. aspx

Your Moderator, Host and Presenter Diana Rogers § § Regional Coordinator HSTW NE Ohio Region Mike Ross Catherine Imperatore n n Electronic Media Manager ACTE § § HSTW/MMGW School Improvement Coach HSTW SW Ohio Region

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Replay or Register for Webinars School Improvement Webinar Series Archived Assessing Academic Rigor Archived Developing Effective School Improvement Teams Dec 15, 2009 Using Multiple Sources of Data to Monitor Success Jan 19, 2010 Developing a School-wide Literacy Plan Feb 16, 2010 Establishing an Effective Advisor/Advisee Program Mar 16, 2010 Developing a School-wide Numeracy Plan Apr 13, 2010 Using the Technical Assistance Visit Report p p Replay/register www. acteonline. org/multimedia. aspx Invite your colleagues to register Complete webinar survey Graduate credit available

Poll Activity How many of the participants are involved with HSTW Middle Grades Assessments as part of a HSTW/MMGW initiative? q a) Yes, I am involved q b) No, I am not involved

Assessments – Assumptions for this Presentation p Assessments provide invaluable information to guide the learning process and report progress p There are numerous kinds of assessments! p HSTW Assessment and Middle Grades Assessment (MMGW) are integral to HSTW/MMGW frameworks p Assessments provide invaluable data to guide our improvement efforts!

Assessments – Assumptions for this Presentation p Students who perceive the value of the assessment perform better and provide higher quality feedback. p Optimal student performance yields higher quality data. p Students who are considered as stakeholders remain more committed to the assessment process. p It is advantageous to utilize strategies specifically designed to increase students’ understanding and commitment to fully participating in the assessment.

101 Assessment and Test Types § Tests versus assessments – semantics and in § § the “eyes of the practitioner” Formative Assessments Summative Assessments Performance-based Assessments Etc. !!!

101 Different Assessments and Tests § § § § § Licensure/certification examinations College entrance tests College/career readiness assessments Diagnostic assessments Skill performance assessments End-of-course examinations Program specific assessments (AP, etc. ) Chapter tests, quizzes…. …and so many more!

Poll Activity What student motivators do you use regularly? Check all that apply. q a) Extra credit points q b) Candy or other material reward q c) Recognition – note, posting, award, etc q d) Opt-out Privilege – choose to miss a future assignment, test, or other activity q e) Later arrival/dismissal q f) None of the above

What is Your Approach? Key Question: Do you want your students to participate or perform? Or …participate and perform?

Basics of Student Motivation In general terms, student motivation "refers to a student's willingness, need, desire, compulsion to participate in, and be successful in, the learning process. Source: " (Bomia et al. , 1997, Skinner and Belmont et, al. , 1997)

Dimensions of Extrinsic Motivators Extrinsic motivation: § A student can be described as extrinsically motivated when he or she engages in learning "purely for the sake of attaining a reward or for avoiding some punishment" (Dev, 1997). § School practices that seek to motivate students extrinsically include publicly recognizing students for academic achievements; giving out stickers, candy, and other rewards; and taking away privileges, such as recess, on the basis of students' academic performance (Brooks et al. , 1998)

Dimensions of Intrinsic Motivators Intrinsic motivation: § A student can be described as intrinsically motivated when he or she is motivated from within. § Intrinsically motivated students actively engage themselves in learning out of curiosity, interest, or enjoyment, or in order to achieve their own intellectual and personal goals.

Motivation for High Stake Test § The best way to teach effectively for high stakes tests is to set classroom standards higher than those set by the state so that when students take the tests they seem easy. § Students were most unmotivated when they felt like there were questions that they didn’t have a chance at answering correctly. § If students perceive these tests are easy, this will increase their own feelings of self-worth and self-efficacy because of the results that they will achieve and the praise that will satisfy their intrinsic motivation.

The Traditional Motivators Pause for a moment to think about the “traditional” motivators we use with students… § Does “one size” fit all? § Does the same motivator work every time with a particular student?

Motivating Your Students § Are your students extrinsically or intrinsically motivated to take assessments § How might we balance the “extrinsic” and “intrinsic” for reaching all students?

Dual Approach § It should be noted here that some researchers object to describing student motivation as either intrinsic or extrinsic. Source: Sternberg and Lubart (as cited in Strong, Silver & Robinson, 1995) § For example, argue that this division is too simple to reflect the many complex and interrelated factors that influence students' motivation to succeed in school.

Scenario #1 Preparing Students for the Assessment p p p Mr. Ross, site coordinator, wants to make sure his sample of students perform better on this year’s Assessment. He provides them with five different incentives (early dismissals on Assessment days, snacks during Assessment sessions, raffle tickets, Mc. Donald’s coupons, and “Skip School Legally” vouchers) for taking part in the Assessment. During the tests and surveys, he periodically reminds students to fill in all items, telling them at intervals, “This will soon be over…and remember you can get out early from school on your choice of five different school days this year!

Scenario #2 Preparing Students for the Assessment Mr. Ross, site coordinator, wants to make sure his sample of students perform better on this year’s Assessment. p Prior to each Assessment session, he tells them how great they are, how honored they should feel to be a part of the Assessment, and how they are contributing to a better school for students in the future. p

Poll Activity What other student motivators do you use? Check all that apply. q q q a) Rubrics b) Examples of quality work c) Academic content standards d) Benchmark performance levels e) High performance standards of current/former students (college entrance requirements, work credentials, etc. ) q g) Personal accomplishments resulting from high expectations/rigorous requirements q h) None of the above

Communicating the Importance of the Assessment § Students (and parents) need to know § § “something” about the assessment – Students and parents are stakeholders in school improvement Purpose of the Assessment Value for School Improvement Components

Communicating the Importance of the Assessment p Components § Student Survey § Course-taking patterns § School and classroom experiences § Provides schools with comprehensive school-level data breaking out student achievement by experiences

Communicating the Importance of the Assessment p The Tests § Reading – focus on informational texts § Math – topics through Algebra II and some pre-calculus § Science – life, physical and earth science § Constructed response items

Communicating the Importance of the Assessment p The Survey § Students complete § School and classroom experiences § Based on HSTW key practices

Communicating the Importance of the Assessment Strategies for Success § § Inform parents with a “clear and inviting message” Obtain parent permission Orientation meeting with students Personalized follow-up with students at intervals prior to the Assessment § Reinforcing “teacher buy-in” for students missing class

Participation is “Value Added” “What’s in it for me…. . ” § Opportunity to help your school, peers, siblings, § § and future students by contributing to school’s improvement! A chance to share what you think about this school! A credential or proof that you have learned things! An opportunity to earn the Award of Educational Achievement. An honor cord at graduation.

HSTW Award of Educational Achievement

Successful Strategies § Preparing Students Before the Assessment § Providing a Special Place for the Assessing Students § Planning for Students’ Best Testing Time and Student § § § Fatigue Offering Special Privileges Communicating with Teachers and Parents/Guardians After the Assessment Sharing the Results and Recognition

Successful Strategies Preparing Students/Parents Before the Assessment § Review and clarify test items with students § Help selected students to feel as “VIP’s” § Use multiple opportunities to “remind” students of the importance of the assessment and the vital role they will be playing. § Utilize respected staff and administrators in conveying a consistent message of support and appreciation. § A “pep rally” might build interest and enthusiasm!

Successful Strategies Providing a Special Place for Assessing Students Considering moving your assessment location off the school site: § Career Center § Local government building, church or organization § Cultural center or museum § Hotel or conference center § Resort § Another “special” place…

Successful Strategies A “good place” makes you feel special: § Use a comfortable and quiet setting at your school. § Examples: Library; multi-purpose room; etc. § Avoid large and distracting areas! § Provide food and beverages! § Extend students’ experiences at “off-school sites” § Welcoming talks by officials § “Field trip” tour of the site

Successful Strategies Planning for students’ best testing time and student fatigue. When are your students most alert and attentive? § § § Timing, order and sequence… Tests can be given in any order… Survey can be “divided” into portions… What is the right order for your students? Advantages and disadvantages to “all on one day…”

Successful Strategies Offering special privileges § § § § Parking spaces Homework waivers Late arrival permits Early dismissal permits Special seating at school-sponsored events No-waiting-in-line cafeteria permits What are some privileges that you have found to be successful? (Reflect on this. )

Successful Strategies Communicating with teachers and parents/guardians Ask teachers to… § Not give homework or classroom assignments. § Reinforce the importance of the assessment. Ask parents to… § Sign a letter of permission to participate. Include in the letter, all the benefits to the school and students for participating. § Make sure their student comes to school on assessment days, have the proper sleep and a good breakfast. § Sign a letter of permission and understand the importance of the assessment. Provide a school contact person for any questions.

Successful Strategies After the Assessment: Sharing the Results/ Recognition § Celebrate the completion of the assessment. § Schedule a time to share assessment results. § Recognize students who have achieved an outstanding performance on the assessments (e. g, certificates, scholarships, awards – another Pep Rally!!!)

Poll Activity What successful strategies do you use to motivate students? Check all that apply. q q q a) Preparing Students Before the Assessment b) Providing a Special Place for Assessing Students c) Planning for Students Best Testing Times/Student Fatigue d) Offering Special Privileges e) Communicating with Teachers and Parents/Guardians f) After the Assessment: Sharing the Results/Recognition

The Bottom Line… § How well students are achieving is a critical measure § § for school improvement. What students think about their school and its efforts to improve are critically needed. Students’ understanding of their role and value in school improvement is essential. It is worthwhile to devote extra effort for developing students’ understanding and commitment to the assessment or high stakes test. Quality assessment results leads to a deeper implementation of the school’s improvement efforts.

Recommended Resources Publication: § Motivating Students to Put Forth Their Best Effort and Other Tips for Administering the High Schools That Work and Middle Grades Assessments http: //www. sreb. org/Programs/hstw/publications/ 2005 Pubs/05 V 64_motivating_students_asses sments. pdf

Recommended Resources Websites: The following are provided as a sampling of information and material for discussion purposes. They are not endorsed by the presenter, nor do they represent an exhaustive search of online resources. § Practical Strategies High Stakes Testing : Strategies by Teachers and Principals for Student Success http: //findarticles. com/p/articles/mi_0 FCG/is_3_35/ai_n 30972531/ § On examining student motivation and how seriously students consider the assessment, The Student Opinion Scale: A Measure of Examinee Motivation http: //www. jmu. edu/assessment/resources/resource_file/sos_asses sment_update_article. pdf

Recommended Resources Websites: The following are provided as a sampling of information and material for discussion purposes. They are not endorsed by the presenter, nor do they represent an exhaustive search of online resources. § On motivating students from the publishers of the Iowa Test of Basic Skills http: //www. education. uiowa. edu/itp/itbs_use_prep. aspx § Motivating students for high-stakes testing including annotated resources—dissertation by Scott Nichols at the University of Michigan http: //sitemaker. umich. edu/356. nichols/home

Questions § To ask about the content type a question in the Q&A panel and send to All Panelists. Questions will be addressed at this time § Or an email response will be sent to you after the webinar.

Question p How do schools organize to implement exemplary research-based approaches for motivating students to successfully complete assessments?

Question p What tools and professional development are available for teachers and administrators in motivating students to successfully complete assessments?

More Q & A Questions and responses

Contact Information If you have questions or would like to learn more about motivating students to successfully complete assessments please contact: Mike Ross, School Improvement Consultant § michaelross@embarqmail. com

Next Webinar in the Series Using Multiple Sources of Data to Monitor Success Mike Ross, HSTW/MMGW Coach December 15, 2009 from 11: 30 – 12: 30 ET

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