1. Educational Psychology: Theory and Practice Chapter 10 & 13 Motivating Students to Learn & Assessing Student Learning

2. Organizing Questions What Is Motivation? What Are Some Theories of Motivation? How Can Achievement Motivation Be Enhanced? How Can Teachers Increase Students’ Motivation to Learn? How Can Teachers Reward Performance, Effort, and Improvement?

3. Motivation Definition: an internal process which activates, guides, and maintains behavior over time Intensity and direction vary Sources of motivation: − − Personality characteristic − − Intrinsic characteristics of a task − − Sources extrinsic to a task Definition: an internal process which activates, guides, and maintains behavior over time Intensity and direction vary Sources of motivation: − − Personality characteristic − − Intrinsic characteristics of a task − − Sources extrinsic to a task

4. Maslow’s Hierarchy of Needs

5. Maslow and the Real Classroom Teachers should do the following to Meet the Needs Identified by Maslow: 1.Meet the Needs of Students—Cognitive and Affective. 2.Nurture 2.Nurture and Put Students at Ease. 3.Respect and Care for Students. 4.Realistic 4.Realistic Expectations. Passion. 5.Teach with Passion.

6. Motivation and Achievement 1. Achievement Motivation—Strive for Success and Select Success/Failure Activities. Early Years 2. In the Early Years of Education, Achievement Motivation is Affected by Family Experience. 3. In the Upper Grades, Success and Motivation Cause Each Other—nothing succeeds like success.

7. Motivation and Goal Orientations 1. Learning Goals/Mastery Goals: 1. Learning Goals/Mastery Goals: motivated by desire for knowledge acquisition and self-improvement 2. Performance Goals: 2. Performance Goals: motivated by desire to gain recognition from others and earn good grades Characteristic of self-regulated learners pattern ofhopelessness One can fall into pattern of hopelessness when abilities are perceived to be low 3. Social Goals: 3. Social Goals: motivated by desire to please teachers, parents, or peers importance of peer group influence

8. Teacher Expectations and Achievement Students Live Up/Down to Teacher Expectations. High Teacher Expectations Produce Higher Achievement for Students. Communicating Positive Expectations 1.Wait for Students to Respond. 2.Avoid Unnecessary Achievement Distinctions Among Students. 3.Treat ALL Students Equally.

9. Anxiety and Achievement Anxiety: a constant companion of education Effects of Anxiety on Students: Difficulty learning Difficulty transferring knowledge Difficulty in test taking Self-conscious in performance settings Experience math anxiety and freeze

10. Strategies to Reduce Negative Impacts of Anxiety Teachers should: noncompetitive Create a sense of a noncompetitive classroom correct improve Provide opportunities for students to correct errors/improve work before it is collected clearunambiguous Provide clear, unambiguous instructions nurturing accepting Create a nurturing and accepting classroom climate time Provide sufficient time to complete tasks & tests easydifficult Create tests that proceed from easy to more difficult items standard, simple Provide standard, simple answer formats Train students in test taking strategies

11. Intrinsic & Extrinsic Motivation Intrinsic Incentives: activity people enjoy and therefore find motivating Future Time Perspective: completing things now might bring benefit in the future Students with intrinsic motivation want to learn without immediate incentives Extrinsic Incentives: reward is external to the activity Necessary when material is not intrinsically interesting (grades, praise, or other rewards

12. Enhancing Intrinsic Motivation Get students interested in the material Present it in an appealing way Make presentation to satisfy and increase students’ curiosity Arouse interest with relevant and exciting lessons Maintain curiosity with instruction that uses problem solving and hands-on experiences Utilize a variety of presentation modes: films, guest speakers, simulations, team games Help students set their own goals, it increases self-efficacy

13. Principles for Providing Extrinsic Incentives to Learn clear expectations: 1. Express clear expectations: students should know explicitly what is expected of them 2. Provide frequent, immediate and clear feedback (quizzes, asking questions, etc.) Increase 3. Increase the value and availability of extrinsic motivators; reward and emphasize effort and improvement

14. Organizing Questions What Are Instructional Objectives and How Are They Used? Why Is Evaluation Important? How Is Student Learning Evaluated? How Are Tests Constructed? What Are Authentic, Portfolio, and Performance Assessments? How are Grades Determined?

15. Planning Lesson Objectives Before students arrive for the first day, teachers should prepare: 1. General plan for the year 2. Specific plan for the first unit 3. Very specific plan for the content of the first lessons 4. Allocate time to topics 5. Know state standards

16. Planning Lesson Objectives Parts of Lesson Plan: 1. Objective 2. Plan for presenting the information 3. Plan for student practice (if appropriate) 4. Plan for assessing students’ understanding 5. Plan to re-teach (if necessary)

17. Linking Objectives and Assessment Assessment: measure of degree to which instructional objectives have been attained linked Assessment & objectives must be clearly linked In assessment, teaching objectives should be closely linked to instructional objectives test questions Prepare test questions before course begins — this allows teachers to specify general objectives for the course

18. Using Taxonomies and Instructional Objectives Bloom’s Taxonomy 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

19. Importance of Evaluation Evaluation/Assessment: Evaluation/Assessment: methods to measure student performance Purposes: Feedback 1. Feedback to students and teachers 2. Informing parents 3. Selection and certification 4. Accountability 5. Student incentives

20. Evaluating Student Learning Formative Evaluation Formative Evaluation (during learning process): diagnostic, almost always criterion-referenced How well are you doing and how can you be doing better? Summative Evaluation Summative Evaluation (at the end of learning unit): can be either criterion-referenced or norm-referenced How well did you do?

21. Principles of Achievement Testing Achievement Tests should:Achievement Tests should: Learning Objectives 1. Measure Clearly Defined Learning Objectives that are in Harmony with Instructional Objectives. Representative Sample 2. Measure a Representative Sample of the Learning Tasks Included in the Instruction. Most Appropriate 3. Include Test Items that are Most Appropriate for Measuring the Desired Learning Outcomes. Particular Uses 4. Fit the Particular Uses that will be made of the Results—each achievement test has its own requirements. Caution. 5. Be Reliable as Possible and be Interpreted with Caution. Improve 6. Improve Learning. Achievement Tests should:Achievement Tests should: Learning Objectives 1. Measure Clearly Defined Learning Objectives that are in Harmony with Instructional Objectives. Representative Sample 2. Measure a Representative Sample of the Learning Tasks Included in the Instruction. Most Appropriate 3. Include Test Items that are Most Appropriate for Measuring the Desired Learning Outcomes. Particular Uses 4. Fit the Particular Uses that will be made of the Results—each achievement test has its own requirements. Caution. 5. Be Reliable as Possible and be Interpreted with Caution. Improve 6. Improve Learning.

22. Writing Selected-Response Test Items 1. 1. Multiple-Choice Items Stem: Stem: question/partial statement in a test item completed by one of several choices Distractors Distractors: incorrect responses offered as alternative answers to multiple-choice questions Goals of Multiple-Choice Items 1. Capable students should be able to select the correct answer Minimize 2. Minimize the chance for a student who is ignorant of the subject matter to guess the correct answer

23. Writing Selected-Response Test Items 2. True-False Items: form of multiple-choice test items, most useful when a comparison of two alternatives is called for main drawback is that students have a 50% chance of guessing correctly (therefore should not be used)

24. Writing Selected-Response Test Items 3. Matching Items 1. Test items presented in two lists: columns A and B 2. Directions must clearly explain the basis for choosing 3. 3. Should cover a large number of concepts 4. in ; 4. Should appear in two lists ; each list should cover related content 5. Test the cognitive skill to recall 6. List B should Include more items than list A, or allow re-use of the items in list B.

25. supply Students supply rather than select the answer Fill in the Blanks/Completion Items test-wiseness Reduce the element of test-wiseness to near zero Avoid ambiguity in fill in the blanks/completions items Writing Constructed-Response Test Items

26. Short Essay Long Essay Assess the Following Skills: Analysis Synthesis Evaluative Writing and Evaluating Essay Tests Two Types of Essay Items

27. Teachers should Write a Model Essay OR Detailed Outline of Essential Elements of a Response. Student Answers Should be Compared to Model Essay or Outline. Colleagues should Access the Validity of the Elements and their Weights in the Model Response. Colleagues Should Apply the Model Criteria to One or more Student Responses—might increase reliability. Use Scoring Rubrics and Share them with Students in Advance of the Test. Show Students Essays from Previous Years—models of what is expected. Teachers should Write a Model Essay OR Detailed Outline of Essential Elements of a Response. Student Answers Should be Compared to Model Essay or Outline. Colleagues should Access the Validity of the Elements and their Weights in the Model Response. Colleagues Should Apply the Model Criteria to One or more Student Responses—might increase reliability. Use Scoring Rubrics and Share them with Students in Advance of the Test. Show Students Essays from Previous Years—models of what is expected. Evaluating Essays

28. Key Points about Problem-Solving Assessment Organize, select, and apply complex procedures with multiple steps/components appraise Must appraise students’ Work in each of these steps Compare students’ responses to a model answer/outline Component Component parts are: understanding the problem to be solved, systematically attacking the problem, and arriving at a reasonable answer Facilitate giving partial credit by using model answers and explaining fully the meaning of grades evaluative descriptors Utilize evaluative descriptors Writing and Evaluating Problem-Solving Items

29. Authentic, Portfolio, and Performance Assessments Authentic Assessment/Performance Assessments: Assessment of Students’ Ability to Perform Tasks in a REAL-Life Contexts. Portfolio Assessment—Positive and Negative + Evaluates student work over an extended period of time (drafts of writing to the final product) + Documents + Documents progress/change for teachers and parents + Reliability and validity might be established when other measures of achievement are utilized reliability - Problems establishing reliability

30. Scoring Rubrics for Performance Assessments Rubrics specify in advance the type of performance expected for each activity. Answers for performance assessments might be approached in many different ways, therefore students should understand scoring procedures beforehand. flexible Generic rubrics that are flexible enough to apply to a wide range of student performance might facilitate this. enhance Generic rubrics enhance student performance. Well-written performance assessments can serve as a summative evaluation for an entire unit’s objectives.

31. Teacher Grading Teachers should explain the grades they give. Never Never be a Surprise. Private. Kept Private. Teachers should explain the grades they give. Never Never be a Surprise. Private. Kept Private. Grades should: relative value Communicate the relative value of a student’s work in class. expectedimprove. Help students understand what is expected and how to improve.

32. Reflection Big Write One Big Idea from these Chapters: 1.________________________________ Big Write One Big Idea from these Chapters: 1.________________________________ SMALL Write Three SMALL Ideas from these Chapters: 1.________________________________ 2.________________________________ 3.________________________________ SMALL Write Three SMALL Ideas from these Chapters: 1.________________________________ 2.________________________________ 3.________________________________