Final Term Project

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Final Term Project
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Motivation Strategies for Successful High-Stakes
Assessment
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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.
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Test AnxietyGood 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
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Test AnxietyGood 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
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Student Test AnxietyAdverse 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
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Solutions

• Lacking Confidence
• - Making students test wise
• - Practice makes perfect!
• - Incorporate and practice strategies
• - Get in Gear

1991, Rogers and Bateson 2006, Weaver
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Test 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
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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
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Strategies

• Keywords
• Context clues
• Process of elimination
• Read question twice
• Work it out!

2006, Weaver
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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
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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
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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
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Guest 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
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Academic 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
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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
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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
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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!

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References

• 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/brainboos
  ters2000/.

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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.

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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.