Project at a Glance
What are the assessment issues around evaluation and student motivation?
Motivation, assessment and evaluation are all links in the process of education. There are multiple ways to assess student learning in a way that enhances, and does not stifle their motivation. The assessment process is best undertaken once the teacher understands what forces, internal and social, motivate their students. The teacher should understand the relative benefits of formative and summative assessment. They should teach their students to self-assess, and should structure their learning environment in a way that optimizes student outcomes. Teacher and student perspectives on assessment often differ, and it is worth considering the voice of students when choosing and crafting assessments and evaluations.
Research Topics:
Student Motivation- Internal and Social
Academic performance can be seen as a confluence of various internal motivating forces within a student, and external social pressures around the student. The competence, control, and subjective task value beliefs of students interact with achievement objective orientation, and social motivation forces.
Formative vs. Summative
Collecting and using assessment information is important, however it only addresses a fragment of what formative assessment can and should look like in the classroom. There are five main practices that can be used to ensure that formative assessment is not only helping students learn, but is in fact allowing the students to become highly motivated towards learning and personal achievement.
Self-Assessment and Student Motivation
A large component of learning is student self-assessment. When students are given the opportunity to self-assess their own work based on a clear set of requirements they can compare where they are to where they are expected to be and they can determine what actions they need to take to fill that gap. Through self-assessment the learning process is internalized which motivates students to set mastery goals over performance goals.
Types of Learning Environments
Regardless of goal differences, students are influenced by external expectations and respond either positively or negatively to them. It is important to construct a positive learning environment that encourages goal-setting and avoids negative competition between students.
Student Perspectives
According to McMillan (2014), not much research has been done previous to this article on students perspectives on assessment practices. This research looks at assessment from the students perspective and the students' attitudes and thoughts surrounding assessment that is tied to their learning and motivation. The aim is to promote assessment practices that enhance student learning and motivation.
Conflicting Results
Some researchers have suggested that there is a disconnection between student level of improvement and performance scores.
Although we have demonstrated that there are a lot of motivational issues that arise with respect to evaluation, we have brainstormed some possible solutions and documented some supporting teacher resources
Motivation, assessment and evaluation are all links in the process of education. There are multiple ways to assess student learning in a way that enhances, and does not stifle their motivation. The assessment process is best undertaken once the teacher understands what forces, internal and social, motivate their students. The teacher should understand the relative benefits of formative and summative assessment. They should teach their students to self-assess, and should structure their learning environment in a way that optimizes student outcomes. Teacher and student perspectives on assessment often differ, and it is worth considering the voice of students when choosing and crafting assessments and evaluations.
Research Topics:
Student Motivation- Internal and Social
Academic performance can be seen as a confluence of various internal motivating forces within a student, and external social pressures around the student. The competence, control, and subjective task value beliefs of students interact with achievement objective orientation, and social motivation forces.
Formative vs. Summative
Collecting and using assessment information is important, however it only addresses a fragment of what formative assessment can and should look like in the classroom. There are five main practices that can be used to ensure that formative assessment is not only helping students learn, but is in fact allowing the students to become highly motivated towards learning and personal achievement.
Self-Assessment and Student Motivation
A large component of learning is student self-assessment. When students are given the opportunity to self-assess their own work based on a clear set of requirements they can compare where they are to where they are expected to be and they can determine what actions they need to take to fill that gap. Through self-assessment the learning process is internalized which motivates students to set mastery goals over performance goals.
Types of Learning Environments
Regardless of goal differences, students are influenced by external expectations and respond either positively or negatively to them. It is important to construct a positive learning environment that encourages goal-setting and avoids negative competition between students.
Student Perspectives
According to McMillan (2014), not much research has been done previous to this article on students perspectives on assessment practices. This research looks at assessment from the students perspective and the students' attitudes and thoughts surrounding assessment that is tied to their learning and motivation. The aim is to promote assessment practices that enhance student learning and motivation.
Conflicting Results
Some researchers have suggested that there is a disconnection between student level of improvement and performance scores.
Although we have demonstrated that there are a lot of motivational issues that arise with respect to evaluation, we have brainstormed some possible solutions and documented some supporting teacher resources