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EXPLORING CONNECTIONS BETWEEN ASSESSMENT,
MOTIVATION, AND METACOGNITION
Matthew A. Ludwig, NSF Doctoral FellowHeather L. Petcovic, Assistant ProfessorHerb Fynewever, Associate Professor*
This work is supported by the National Science Foundation under Grant No. 0733590. The Michigan Space Grant Consortium, and Western Michigan University. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Introduction
• So What?
• Assessment, Motivation, and Metacognition
• AfL Operationally?
• A Research Project
• Conclusions
http://coe.sdsu.edu/eet/Articles/metacognition/student17.jpg
So What?0) Students are always … uhh… ?metacognificating?
• Assessment Student Motivation Metacognition Learning
• AfL Motivation Learning
• Be patient grasshoppa!
• Find a Giant
http://www.usask.ca/education/coursework/802papers/Adkins/TWOFROGS.GIF
So What?0) Students are always … uhh… ?metacognificating?
• Assessment Student Motivation Metacognition Learning
• AfL Motivation Learning
• Be patient grasshoppa!
• Find a Giant
Assessment for Learning and Self-Regulated Learning
(from Butler & Winne 1995 used with permission from SAGE publications)
Assessment for Learning and Self-Regulated Learning
(from Butler & Winne 1995 used with permission from SAGE publications)
Start
Assessment for Learning and Self-Regulated Learning
(from Butler & Winne 1995 used with permission from SAGE publications)
Assessment for Learning and Self-Regulated Learning
(from Butler & Winne 1995 used with permission from SAGE publications)
Assessment for Learning and Self-Regulated Learning
(from Butler & Winne 1995 used with permission from SAGE publications)
Assessment for Learning and Self-Regulated Learning
(from Butler & Winne 1995 used with permission from SAGE publications)
Assessment for Learning and Self-Regulated Learning
(from Butler & Winne 1995 used with permission from SAGE publications)
A Research StudyPurpose:
To explore the connections between
assessment and engagement in pre-service elementary
education students and their instructor.
Driving Question:
Can student motivation be improved via assessment reform?
Methodology• Research Subjects
(n=~75/semester)– The students and the
instructor in an intro-level earth systems science course for pre-service elementary teachers at a regional, mid-western, public, research university
• Design– Non-equivalent pretest
posttest design• Instrumentation
– Student Surveys (SCEQ, KS)
– Semi-structured Interviews (students and instructor)
– Classroom Observations (MATO, VFO)
Image used with permission from artist Sara Beise & Time for Kids
Knowledge Survey Results
KS Items (1 – 148)
S
tude
nts
I have no clue
This is familiar
I know the answer
What students should know
Section dividers
Oops!
a.m.p.m.eve.
(Nuhfer, 1996)(Wirth & Perkins, 2006)
Knowledge Survey Results
KS Items (1 – 148)
S
tude
nts
I have no clue
This is familiar
I know the answer
What students should know
Section dividers
GREEN IS GOOD!GREEN IS GOOD!Oops!
a.m.p.m.eve.
Student Classroom Engagement Questionnaire
• 23 Likert-type items
1 = not at all characteristic of me 5 = very characteristic of me
Maladaptive behaviors/beliefes Adaptive behaviors/beliefs
• 4 sub-scales (from exploratory factor analysis)– Performance (3 items, α=0.8421)– Emotional (5 items, α=0.8781) – Participation/Interaction (6 items, α=0.8174)– Skills (9 items, α=0.9168)
(Handelsman et al, 2005)
Example SCEQ subscale Items• Skills engagement subscale
– 9. ____ Taking good notes in class– 23. ____ Listening carefully in class
• Emotional engagement subscale– 7. _____ Thinking about the course between class meetings– 21. ____ Finding ways to make the course material relevant to my life
• Participation/Interaction engagement subscale– 2. _____ Participating actively in small group discussions– 3. _____ Asking questions when I don’t understand the instructor
• Performance engagement subscale– 15. _____ Getting a good grade– 16. _____ Doing well on the tests
Spring 08 (n=20) Fall 08 (n=63) Spring 09 (n=56)
PRE
POST
SCEQ Results
Control Groups Treatment Group
Conclusions• Generally Students’ value KS’s• The instructor was responsive to (and surprised by) gaps in
the KS’s• Students report moderately high engagement• Over the short term Student Engagement appears to be
more trait-like than state-like
Future Work• Expand the timeframe • Explore other correlations (achievement…)• Compare with other surveys (SMQ, MSLQ, PALS, etc…?)• Explore connections between SCEQ and Overt Engagement
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