Focusing on

1
Focusing on Student Attitude and Motivation to
Improve Assessment Results
Nancy E. Brito, NBCT Division of Performance
Accountability Department of Educational Data
Warehouse, Accountability, and School Improvement
Nancy. briton_at_palmbeachschools.org 561-357-7521,
PX47521
2
What can we do to improve student attitude
towards testing and increase their motivation for
doing well on assessments?
3
The purpose of this presentation is to provide
participants research-based strategies to help
students improve their attitude towards testing
and increase their motivation for doing well on
tests.
4
What does research suggest?
High achieving students

• have positive self-esteem
• have greater self-confidence in their abilities
• do not feel intimidated by tests and feel well
  prepared
• are persistent with regard to their school work
  and doing well on tests

Confidence
Continued
5
What does research suggest?
High achieving students are

• more likely to use appropriate strategies when
  taking tests
• more test-wise than their peers
• able to follow instructions and directions
• familiar with item formats
• Knowledgeable about how to avoid common mistakes

Continued
6
What does research suggest?
High achieving students

• know how to use their time effectively and
  efficiently
• can maximize their scores by informed and
  educated guessing
• have been exposed to a variety of testing
  situations
• can apply test-taking strategies to solve
  different kinds of problems

Continued
7
What does research indicate about students who
are successful in testing situations?
Students

• comprehend the purpose for testing
• realize how the results will be used
• understand the importance of the test

Continued
8
What does research indicate about students who
are successful in testing situations?
Students

• recognize the relevance of the test to
  instruction
• expect to do well on standardized tests
• are confident in their abilities to do well on
  tests

9
Considering what research indicates there is a
need to

• improve student attitudes about testing
• increase student motivation for doing well on the
  tests
• provide students with more comfortable testing
  situations
• assist students in feeling more confident in
  their ability to do well

10
1. Expect good results and model a positive
attitudes.

• Aim High! Students will rise to your level of
  expectation.
• Promote positive attitudes by - being prepared
  for testing - becoming familiar with
  test administration instruction

Communicate why testing is important .
11
2. Use activities and incentives which foster
intrinsic and extrinsic motivation.

• Intrinsic Motivation
• Provide activities that increase competence,
  realistic success
• Create connections to students personal
  interests

• Engaged students in outcomes that are related to
  their own actions, effort and hard work, not
  outside forces.

Continued
12
2. Use activities and incentives which foster
intrinsic and extrinsic motivation.

• Intrinsic Motivation
• Create connections to real world issues
• Create links between content areas
• organize instruction to include problem-based
  learning

Continued
13
2. Use activities and incentives which foster
intrinsic and extrinsic motivation.

• Extrinsic Motivation
• Raise student awareness and enthusiasm via
  pre-test activities
• Create banners, posters, and other visuals to
  place around school

Continued
14
2. Use activities and incentives which foster
intrinsic and extrinsic motivation.

• Extrinsic Motivation
• Provide incentives for good attendance and
  promptness on testing days
• Conduct contests between classrooms for the best
  test-day attendance (coupon for food or
  merchandise from local stores, special breakfast,
  pizza parties, movies, etc. )
• Provide a lottery for gift certificates,
  bicycles, etc.

15
3. Involve parents.

• Promote motivational activities within the home
  by enlisting parent
• Assist parent by providing needed information

16
4. Discuss purpose and relevance of testing.
Parents and students must understand that
standardized testing is

• a normal school activity and part of the
  educational planning process
• an objective way of seeing student strengths and
  weaknesses
• essential for promotion decisions and summer
  school attendance

Continued
17
4. Discuss purpose and relevance of testing.
Foster parent and student understanding that
standardized testing helps

• schools know whether or not the instructional
  program is working
• compare their school to other schools in the
  district, state, and nation

Continued
18
4. Discuss purpose and relevance of testing.

• Utilize tests results to develop better
  instructional activities
• Be certain students know the purpose of the FCAT,
  SRI, Diagnostic, and District assessments
• Aid students in understanding and interpreting
  their scores from the FCAT/FCAT 2.0, EOC
  Assessment, SRI, NGSSS Diagnostic Tests and
  District assessments

EOC End-of-Course
19
5. Discuss test formats.
Students should know

• the content skills that will be covered
• the testing dates and subjects
• how much time they will have to complete the items

Continued
20
5. Discuss test formats.
Students should know

• the approximate length of the reading passages
• the type of answer sheet or test booklet in which
  they will mark their answers
• some items will be challenging even for the best
  students

21
6. Correlate classroom activities with tests.

• Provide students with opportunities to
• learn what they will be tested on
• create test questions that are aligned to the SSS
  and the content being presented

Continued
22
6. Correlate classroom activities with tests.

• Assure students that they have received
  instruction in skills being measured
• Familiarize the students with reading selections
  and questions that are similar to the actual test
• Make timely connections so that they understand
  what they have been learning and doing in class
  is related to what is on the test

23
7. Anticipate and deal with test anxiety.

• Provide students with ample time for preparation
• Reiterate frequently the dates, places, and times
  testing will take place
• NOTE Knowing what to expect increases
  student confidence.

• Teach students to learn how to recognize when
  they are under stress and how to deal with that
  stress.

Continued
24
7. Anticipate and deal with test anxiety.

• Familiarize students with the types of questions
  they will encounter when teaching a concept or
  skill that will be measured on the test
• Make a special effort to prepare students with
  low expectations because of previous academic
  problems
• NOTE Entering the testing with a sense of
  success promotes good test performance.

Continued
25
7. Anticipate and deal with test anxiety.

• Offer positive statements to students about their
  capabilities and work
• Talk to students about stress pointing out that
  nearly everyone experiences some anxiety
  concerning test taking
• Know the signs of stress headaches, upset
  stomach, muscle cramps, cold hands, sweating.
• Behavioral signs of stress include acting out and
  avoidance

Continued
26
7. Anticipate and deal with test anxiety.

• Use stress management techniques, such as
  breathing exercises
• Give students time to relax between tests

27
8. Know and use correct test administration
procedures.

• Practice testing instructions
• Make available all required materials (pencils,
  erasers, calculators, rulers, etc.)

28
9. Provide a quiet, orderly testing environment.
Assure that

• the hallways are noise free
• other distracting activities dont take place
• students continue checking their work during the
  allotted testing time period

Continued
29
9. Provide a quiet, orderly testing environment.

• Discuss the importance of respecting each others
  testing needs
• Explain testing procedures prior to testing,
  including when and where the test will take
  place, how long it will take, and the kind of
  supplies needed
• Make sure students know the rules governing the
  testing setting
• Every testing room should have a Testing Do
  Not Disturb sign

30
10. Provide feedback on results.

• Engage students in discussion about their testing
  experience
• Explain the scores when they receive the results
• Provide FEEDBACK in a positive and constructive
  way to help improve self-esteem and provide
  motivation for students to continue to strive for
  success

Note Specific statewide assessment items must
NOT be discussed.
Continued
31
10. Provide feedback on results.
F E E D B A C K

• Respect the confidentiality of the students
• Discuss with students whether or not the results
  are consistent with their day-to-day performance

32
11. Reward and CELEBRATE success.
It is great for the spirit, self-esteem, and for
a students willingness to keep trying. ALWAYS
reward and celebrate accomplishments!
33
STUDENT ATTITUDES AND MOTIVATION CHECKLIST

1. EXPECT GOOD RESULTS AND MODEL POSITIVE ATTITUDE
2. USE ACTIVITIES AND INCENTIVES WHICH FOSTER
   INTRINSIC AND EXTRINSIC MOTIVATION
3. INVOLVE PARENTS
4. DISCUSS PURPOSE AND RELEVANCE OF TESTING
5. DISCUSS TEST FORMATS
6. CORRELATE CLASSROOM ACTIVITIES WITH TESTS
7. ANTICIPATE AND DEAL WITH TEST ANXIETY
8. KNOW AND USE CORRECT TEST ADMINISTRATION
   PROCEDURES
9. PROVIDE A QUIET, ORDERLY TESTING ENVIRONMENT
10. PROVIDE FEEDBACK ON RESULTS
11. REWARD AND CELEBRATE SUCCESS