Running Head: ASSESSMENT AND STUDENT MOTIVATION

RESEARCHED ASSESSMENT: PROMOTING STUDENT MOTIVATION AND UNDERSTANDING Laura Ann Piraino North Carolina State University

ASSESSMENT AND STUDENT MOTIVATION Abstract This research paper is a subjective study about how student performance can be positively affected by the implementation of certain assessment tools, namely, rubrics, student interviews and the parent-student assessment tool. The study indicates that there is an increase in student participation, motivation and performance when these tools are implemented in the classroom. The study also indicates that rubrics, though efficient, have the ability to hinder student ideas and creativity.

ASSESSMENT AND STUDENT MOTIVATION Introduction: How does a teacher effectively assess student work? Which assessment tools benefit and motivate students to learn? These two questions have plagued me for the previous three years. Through this research project, I desired to develop a stronger

understanding of assessment. I wanted assessment to be a dynamic tool, one that could help organize my students, provide them with the means for self-assessing and help me, the teacher, analyze not only their knowledge gained, but also how they acquired, analyzed and reflected on the information. I often felt that a majority of assessment tools were incapable of wholly describing a students progress in the classroom. Short of collecting numerical data, test scores are limited in their ability to distinguish progress and most reading programs implement some sort of testing program. In order to combat this one-dimensional assessment tool, I decided to research the influence that the use of rubrics and the SRA Reading Program have on student performance. The main facets of my study included finding an appropriate avenue for students to assess their own performance and to see if this self-assessment influenced the investment they had in their own learning and the outcome (MacLean,1999, p. 183). Both the SRA program and the rubrics I created included a self-assessment and reflection tool. In addition to incorporating these tools, I longed to know if parentstudent assessment would positively influence my students performance. This study took place over a 10 week period in two different subject area classes: Spanish and remedial reading. The main resources for my study included the following literature: When Kids Cant Read by Kaylene Beers, Teacer-Researchers at Work by Maclean and Mohr, and A

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Conundrum: Rubrics or Creativity/Metacognitive Development? by Chapman and Inman. Methodology: Due to the subjective nature of my research focus, my data collection methods involved an array of techniques such as: student input, teacher/student interviews, student reflection, teacher reflection, a rubric survey and my classroom observations. I was also able to use the SRA student handbooks in order to gather numerical, concrete data. Through the SRA program, students are in charge of checking, grading and graphing their own work. They are also required to reflect on each exercise and answer the questions: What did I do well? and What do I need to improve? The graphed percentages coupled with student interviews were highly effective means for data collection. I also used the rubrics as a source of data collection, student self-assessment and as an avenue for reflection. I used a research log book to record observations of students interacting with their assignments. It allowed me to step out of my role as teacher and become an observer in my classroom. I was able to record how many students were on task, the number of students using the rubrics as a project guide, and recognize the number of questions I received. The logbook also provided a means to compare the ability of my seventh grade students with the ability of my eighth grade students to work with the rubrics. The logbook also played an important role in my Friday reading class. I recorded each student interview and took notes on the progress they made as well as their assessment of their own learning. The interviews provided an exorbitant amount of insight, and as a result, I am including these logbook entries in their quarterly assessment

ASSESSMENT AND STUDENT MOTIVATION or report card. This subjective data coupled with their progress charts will increase their parents understanding of their strengths, weaknesses and progress.

The data analysis methods were closely linked to the collection process. One of the methods I used to analyze my data included making a rubric without the reflection piece. While this was effective, it did not produce the results I wanted. I decided to introduce a reflection portion of the rubric as an assignment. The comparison and contrast was a useful to my analysis of the self-assessment tool. I also created a Rubrics Survey for my students in order for them to provide feedback about weather rubrics were more of a help or more of a hindrance. I used the student interviews to compare the student perception of their own learning to the data that the SRA program, teacher meetings and EVASS provided. It was interesting to note how the students felt as a result of their progress with the SRA program. Comparing how students were performing in reading class vs. return rate of the parentstudent assessment tool was also interesting to note. It will be interesting to compare parent assessment responses with the EOG data for 2010-2011. This will be another useful analytical tool. I found that the students who turned in their parent assessments were scoring higher on their SRA work I wonder if this trend will align itself with the 2010-2011 EOG data. 3. Findings Students focus on their work when they know they teacher is going to meet with them about their progress. They are more likely to perform their best when the teacher sits down and discusses the progress they are making in class. It was amazing to see each

ASSESSMENT AND STUDENT MOTIVATION student be critical about his/her progress in reading. I also found that students review their project work more thoroughly before they turn it in if they have a rubric that includes a self-assessment of their project. Rubrics are helpful for student organization, but sometimes they hinder creativity. The student interviews I preformed were an eye opener for me. I originally wanted to figure out how I could better assess student work, but what I found out is that talking to the students and having them verbally assess their own work is a very powerful, well-rounded assessment tool. Their ability to ask me questions about their

progress and WHY they scored a certain way is an avenue for a new learning experience. The student receives immediate feedback and the teacher can understand the reasons the student is having trouble. In one of the interviews, my student indicated that he was reading too fast and not paying attention to what he was reading. I asked him if he ever stopped to ask the author questions; he was intrigued by this idea. This process also makes students accountable for their work. They feel more obliged to complete their assignments. When I asked my student why he had not finished any of his other SRA power builders except this one, he stated, Well, I did this one because I was going to meet with you. This accountability measure was priceless! At the beginning of this research process I thought that rubrics were the end all be all of grading! I thought they were a solid, well-rounded form of assessment no flaws. Kylene Beers (2003) states that students should see the rubric before they give their retellings. They shouldnt have to guess whats important (p.155). However, I discovered through my research, that while they are useful tools, they have the ability to

ASSESSMENT AND STUDENT MOTIVATION hinder creativity. In the survey I gave to my students they indicated the following about rubrics:

They help me get organized because I can know exactly what needs to be in my project and then cross it off once I have it.

If the rubric isnt too specific, I do better on my projects. If they are very specific, I dont do better on projects. This is because I like having some freedom to do what I like on projects

I dont think rubrics are a fair assessment because theres always more to assess than what is shown on the rubric.

I believe I do better on projects when I have a rubric because it helps me understand the goal and theme of the project.

They are created to be fair to everyone After reviewing these responses, I wanted figure out if other teachers had

experienced similar feedback. I ran across an article entitled, A Conundrum: Rubrics or Creativity/Metacognitive Development?, by Chapman and Inman. These authors explained that incentive to go beyond the requirements when given a rubric is minimal. They posed this question, What incentive is there for any student to go beyond what is required to simply clear the bar or achieve whatever competence level they decide on, based on rubric minimums? (Chapman, 2009, p.199). I compared this data with the data I received from the student surveys and concluded that while rubrics are a wonderful form of organization, a teacher has to be careful not to stifle creativity. The article suggested including include a category for creativity within the rubric. They implied

ASSESSMENT AND STUDENT MOTIVATION that, thus far, the authors/teacher educators referenced above have no effective and realistic proposals for placing creativity on a 15 scale (Chapman, 2009, p. 202). During the 8th Grade Latin American Water Project, students over all

performance and attention were greater as a result of the rubrics. Their research process, writing process and multi-media creation was scaffolded and organized by the Rubric. Students paid closer attention to dates, requirements and asked less logistical questions. While this was a great scaffolding tool, and a majority of the students met the expected requirements, I wonder if the creativity of the products would have been heightened without the use of the rubric. 4. Discussion: When I began my teacher research project, I knew I wanted to focus on assessment, but I was not particularly positive which direction to choose. I teach two totally different subjects Spanish and Reading. I wanted to find a way to connect assessment across these two curriculums. The easiest way to do so was to study student involvement in the assessment of their work. By implementing this idea in to both of my content areas, I was able to use various assessment tools student interviews, rubrics, self-assessment and reflection. These tools I found to be VERY successful. By engaging the students in the assessment process they tended to work more diligently on their projects. The project reflections also helped me realize what I need to improve, change and keep the same when I create project rubrics. By giving students the ability to affect future classes, provide ideas and direct their projects, I found they are more apt to participate and get excited about class. This study has also shaped the unit, which my

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school principal and I designed for the Center of International Studies as an example for their Mexico program. I included about 4 or five different rubrics for assessment tools. The idea was well accepted when I presented the unit to teachers in both Mexico and the United States. Because I work with students from all different grade levels in reading, my work with them, and the data I have collected, will be useful tools in student support meetings, reading group placement and remediation techniques. Most teachers in my school use rubrics, but some do not include the self-assessment portion. I believe the seventh grade uses the Reasons to Move unit that my principal and I designed; they will have some exposure and find the results pleasing. I have learned that my teaching techniques can change throughout the year and that students can adjust to change. Students like to try new things and motivating them to learn requires giving them input and choice. I also learned that I enjoy conducting student interviews. It gives me a handle on what my students are experiencing in my class. They express their frustrations and accomplishments, and it deepens the studentteacher relationship. Therefore, they put more stake in your evaluation of their progress. Setting up regular meetings makes students more accountable. I have also realized that Rubrics are KEY to performing an objective evaluation of student work, but that they can also hinder creativity. It is an organized, fair way to assess student performance. I will continue to include them in my project packets. This study has been influential in my teaching. My thoughts were supported, and it has showed me that assessment can be an avenue for student learning and input.

ASSESSMENT AND STUDENT MOTIVATION References Beers, K. (2003). When kids can't read: what teachers can do. Portsmouth, Heinemann. NH:

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Chapman, Valerie G., and Duane M. Inman "A Conundrum: Rubrics or Creativity/metacognitive Development?" (2009): 198-202. ERIC. Web. 1 Dec. 2010. <http://web.ebscohost.com.www.lib.ncsu.edu:2048/ehost/detail?vid=4& hid=8&sid=1297e01b-d860-4752-ab96 d469abd4c7d3%40sessionmgr10&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29w ZT1zaXRl#db=eric&AN=EJ849020>. MacLean, M. S., & Mohr, M. M. (1999). Teacher-researchers at work. Berkeley, California: National Writing Project.