EXPLORING CONNECTIONS BETWEEN ASSESSMENT, MOTIVATION, AND METACOGNITION

1. EXPLORING CONNECTIONS BETWEEN ASSESSMENT, MOTIVATION, AND METACOGNITION Matthew A. Ludwig, NSF Doctoral Fellow Heather L. Petcovic, Assistant Professor Herb 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.

2. Introduction • So What? • Assessment, Motivation, and Metacognition • AfL Operationally? • A Research Project • Conclusions http://coe.sdsu.edu/eet/Articles/metacognition/student17.jpg

3. 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

4. So What? 0) Students are always … uhh… ?metacognificating? • Assessment  Student Motivation Metacognition  Learning • AfL  Motivation  Learning • Be patient grasshoppa! • Find a Giant

5. Assessment for Learning and Self-Regulated Learning (from Butler & Winne 1995 used with permission from SAGE publications)

6. Assessment for Learning and Self-Regulated Learning Start (from Butler & Winne 1995 used with permission from SAGE publications)

7. Assessment for Learning and Self-Regulated Learning (from Butler & Winne 1995 used with permission from SAGE publications)

8. Assessment for Learning and Self-Regulated Learning (from Butler & Winne 1995 used with permission from SAGE publications)

9. Assessment for Learning and Self-Regulated Learning (from Butler & Winne 1995 used with permission from SAGE publications)

10. Assessment for Learning and Self-Regulated Learning (from Butler & Winne 1995 used with permission from SAGE publications)

11. Assessment for Learning and Self-Regulated Learning (from Butler & Winne 1995 used with permission from SAGE publications)

12. What is Assessment for Learning? • (Black and Wiliam, 2009)

13. A Research Study Purpose: 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?

14. 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

15. Knowledge Survey Results What students should know Section dividers a.m.  Students  p.m. eve. KS Items (1 – 148)  I have no clue This is familiar I know the answer Oops! (Nuhfer, 1996) (Wirth & Perkins, 2006)

16. Knowledge Survey Results What students should know Section dividers a.m.  Students  p.m. eve. KS Items (1 – 148)  I have no clue GREEN IS GOOD! This is familiar I know the answer Oops!

17. Knowledge Survey Results Day 1

18. Knowledge Survey Results Day 1 Half-way through Unit 1

19. Knowledge Survey Results Day 1 Half-way through Unit 1 Pre-exam #1

20. Knowledge Survey Results Day 1 Half-way through Unit 1 Pre-exam #1 ✓End of Semester✓

21. 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)

22. 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

23. SCEQ Results First, the Good News n=147

24. SCEQ Results The Other news Pre Post Skills Emotional P & I Perf.

25. SCEQ Results

26. SCEQ Results Spring 08 (n=20) Spring 09 (n=56) Fall 08 (n=63) PRE POST Control Groups Treatment Group

27. 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

28. So What? 0) Students are always … uhh… ?metacognificating? • Assessment  Student Motivation Metacognition  Learning • AfL  Motivation  Learning • Be patient grasshoppa! • Find a Giant