HOW DO WE BUILD STUDENT’S CONFIDENCE AND MOTIVATION

TOWARDS THEIR EXAMS?

MA Creative and Media Education - Unit 5: Exhibition

METHODOLOGY: ACTION RESEARCH

EXAMS V. COURSEWORK

Anxiety Confidence Enjoyable Motivation

4

01 11

56

4

21

0

2

Emotional surrounding the two aspects of the media course

Exam Coursework Both

Although only 7 students in the class, it is clear to see the exam sparks more negative emotions than the coursework which hinders the enjoyment, motivation and confidence of students towards the looming summative assessment.

As you can see from the data

provided, there were some big

differences between

coursework and exam grades at AS level, with 71.4%

doing worse; 57.1% dropping at least 2

grades.

QUESTIONNAIRE BASED ON CONFIDENCE

CONFIDENCE:

According to the Oxford English Dictionary (1989), the adjective, ‘confident’, is defined as ‘having a strong belief, firm trust, or sure expectation; feeling certain, fully assured, ‘self-reliant, bold; sure of one-self, one’s cause, etc.; having no fear of failure’. Confidence is an interesting psychological concept and relates to the ‘degree to which you think and “feel” your actions will achieve positive results” (Weisinger, 2015)

ASSESSMENT OBJECTIVE: SKILLS

NICK GIBBS V. BLOOMS

Gibbs:

Gibbs has led the curriculum to take on a knowledge fixed role in which ALL students MUST know specific facts rather than ‘amorphous’ skills like critical thinking. Gibb’s concern has been mainly surrounding the ‘difficulty’ of examinations, with the recurring lament that education has ‘gone soft’ resulting to students not being stretched or challenged and therefore trivialising proper knowledge. He argues that through the rigorous learning of knowledge and facts such as text books containing lists of monarchy, specific grammar and précis exercises, we will be better preparing students to one day becoming world leaders.

Blooms:

While the Government wants to create ‘knowledge-based’ students, this goes

against the higher order thinking skills that Bloom presented. When looking at the triangle of success, knowledge and comprehension are at the bottom, whereas evaluation (something Gibbs wants to remove) is considered the highest thinking skills. This would also imply that listing information is more important to Gibbs than being able to analyse information.

ARCS MODEL OF MOTIVATIONAL DESIGN THEORY

Keller’s concept of the ARCS Model of Motivational Design theory in which he states four steps for promoting and sustaining motivation in the learning process:

• attention, • relevance, • confidence • satisfaction

He argues that learners need to have their curiosity stimulated through challenging questions and visual stimuli, which I do not think we achieve when preparing students for the examinations in comparison to coursework

SKILL-BASED LEARNING

USING BLOOMS

• I used this technique to help my students with their essay structure.

• REMEMBER = notes/plan

• Statement to show understanding. • Applying it into the greater media

concept.• Analyse what they did/effect of it.• Evaluate strengths and weaknesses

– compare to other theorists etc.

Week: AOs: Remember Understand Apply Analyse Evaluate Create1 – Section 1a

AO1 X Bullet point all tasks completed during the planning and research stage of AS coursework

Picking one aspect – show you understand what it is and why it was useful to your coursework

Apply what you specifically did in your coursework. What examples can you use?

How did this help structure your production?

What were the strengths and weaknesses of your production – what would you change next time?

Create a blog – using your structure sheets to help type your first exam answer.

AO2 XAO3  AO4 X

2 – Section 1a

AO1       Pick one aspect of your planning and research with specific examples from your coursework

  Strengths and weaknesses of the coursework in reference to the aspect you picked.

Create a T.V drama to represent your evaluation of your coursework.

AO2 XAO3 XAO4  

3 – Section 1b

AO1 X Remind yourself of different narrative theorists

Summarise one theorist into a paragraph

Apply narrative to your coursework – how did you specifically use it?

Did you conform or subvert to your narrative theorist?

What were the outcomes – strengths/weaknesses of your final production. What would you change?

Create a comic strip to help define your narrative journey in your coursework.

AO2 XAO3 XAO4 X

4 – Section 1b

AO1   Research different genre theorists to refresh memory

  Apply genre theorists to specific examples within AS coursework

Did you conform or subvert to the genre theory?

  Create 2 Lego models to represent a) how your coursework confirmed to the theory and b) how it subverted/didn’t follow the theory.

AO2 XAO3  AO4 X

5 – Section 1a

AO1 X Bullet point all the planning tasks undertook as AS

Discuss how planning is important to coursework

Apply it to specific examples of what you did at AS

Analyse how this helped/hindered your work

Evaluate the final outcome due to your planning – what worked well, what could have been made better?

Create a tutorial video explaining how to answer the exam question.    

AO2 XAO3 XAO4 X

6- Section 1b

AO1   Bullet point representation theory

  Apply to coursework     Create a trailer for a new film about representation theorist

AO2 XAO3 XAO4 X

7- Section 1b

AO1         Did you conform or subvert to your narrative theorist?

What were the outcomes – strengths/weaknesses of your final production. What would you change?

 AO2 xAO3  AO4