Focusing on Student Attitude and Motivation to Improve Assessment Results

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. [email protected]

561-357-7521, PX47521

What can we do to improve student attitude towards

testing and increase their motivation for

doing well on assessments?

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.

• 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

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What does research suggest?

High achieving students

• 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


High achieving students are

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• 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


High achieving students

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• comprehend the purpose for testing

• realize how the results will be used

• understand the importance of the test

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

Students

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• 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

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

Students

• 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

Considering what research indicates there is a need to:

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

Student Motivation and Attitude ChecklistStudent Motivation and Attitude ChecklistWhat can teachers do to help?

Communicate why testing is important .

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


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

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


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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


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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.

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


3. Involve parents.

• Promote motivational activities within the home by enlisting parent

• Assist parent by providing needed information


4. Discuss purpose and relevance of testing.

• 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

Parents and students must understand that standardized testing is


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• schools know whether or not the instructional program is working

• compare their school to other schools in the district, state, and nation

Foster parent and student understanding that standardized testing helps


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• 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

5. Discuss test formats.

• the content skills that will be covered

• the testing dates and subjects

• how much time they will have to complete the items

Students should know


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• 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

5. Discuss test formats.


Students should know

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


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• 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

6. Correlate classroom activities with tests.


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.


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• 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.


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• 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


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• Use stress management techniques, such as breathing exercises

• Give students time to relax between tests


8. Know and use correct test administration procedures.

• Practice testing instructions

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


9. Provide a quiet, orderly testing environment.

• the hallways are noise free

• other distracting activities don’t take place

• students continue checking their work during the allotted testing time period


Assure that

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9. Provide a quiet, orderly testing environment.

• Discuss the importance of respecting each other’s 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


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


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Note: Specific statewide assessment items must NOT be discussed.

10. Provide feedback on results.

• Respect the confidentiality of the students

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

F E E D B A C KF E E D B A C K


11. Reward and CELEBRATE success.

It is great for the spirit, self-esteem, and for a student’s willingness to keep trying.

ALWAYS reward and celebrate accomplishments!


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

STUDENT ATTITUDES AND MOTIVATION CHECKLIST

Documents

Focusing on Student Attitude and Motivation to Improve Assessment Results