STIMULATING LEARNING MOTIVATION OF EARLY EDUCATION AND PRIMARY SCHOOL STUDENTS THROUGH ALTERNATIVE METHODS OF ASSESSMENT
Abstract
Student’s learning motivation is a topic that has been addressed by many experts in the field. Also, efficient methods to increase and stimulate learning motivation among students are still a very actual topic. Through the studies on this subject we have identified some research articles that approach the relationship between assessment in higher education and increased motivation for learning among students. Some researches investigate the relationship between alternative methods of assessment and the way the active involvement of students stimulate both teaching and evaluation, and more, are leading to an increased motivation for learning. Prior to an experimental research on this subject- stimulating Early Education and Primary School student’s learning motivation through alternative assessment methods in higher education, we chose to use qualitative meta-analysis method to identify efficient alternative methods of assessment. We focused on the most often methods used in universities that have a positive impact on increasing student motivation for learning. We also reviewed articles that study: new ways to stimulate students 'motivation for learning, the relationship between alternative methods of assessment and students’ academic achievement, the relationship between students' learning motivation and the feedback offered in evaluation, the role of formative / continue assessments and final assessments on increasing motivation for learning. The results of the qualitative meta-analysis method shows that students have a positive perceptions on alternative assessment methods, but the most significant impact of alternative assessment methods is the increase in paperwork and demands on their time. We found that a portfolio used like an alternative assessment methods for students can facilitate the development of self-assessment, has an impact on the approach learning, academic achievement, delivers high quality information to students about their learning, encourages motivation learning.
References
*** Larousse- Marele dicționar al psihologiei (2006). București: Editura Trei
Hamjah, S. H., Zainab I., Rasit, R. M., Ermy, A. R., (2010), Methods of Increasing Learning Motivation among Students, Elsevier, Procedia Social and Behavioral Sciences 18
Constantin, T., Macovei, E.-I., Orzan A., Nechita, V., (2008). Implicarea motivaÈ›ională; operaÈ›ionalizare È™i primele studii de validare a unei scale standardizate, în Analele È™tiinÈ›ifice ale Universității â€Alexandru Ioan Cuza†din IaÈ™i
Paula Paulinoa & Adelina Lopes da Silva, (2011), Knowing how to learn and how to teach motivation: Contributions from Self-Regulation of Motivation to more a effective learning, Elsevier, Procedia - Social and Behavioral Sciences 00 (2010) 000–000
Nasri, N., Roslan, S. N., Sekuan, M. I., Bakar K. A., Puteh S. N., (2010), Teachers’ Perception on Alternative Assessment, sciencedirect, Procedia Social and B. Sciences 7(C)
Calișkan, H., Kașikci, Y., (2010), The application of traditional and alternative assessment and evaluation tools by teachers in social studies, Procedia Social and Behavioral Sciences 2
Klimova Blanka Frydrychova, (2011), Motivation for learning English at a university level, Elsevier, Procedia Social and Behavioral Sciences 15
Cheng, W., Warren, M., Tucker, R., Belbeck, L. W., Jiang, S., Nutiu, N., Hallam, G., Glanville, C., McNaught, C., Lam, (2007). Designing multiple assessment methods. Retrieved from http://link.springer.com/chapter/10.1007/978-1-4020-6226-1_6 [accessed on 30.06.2013].
Joița, E., coord. (2007). Profesorul și alternativa constructivistă a instruirii. Retrieved from
http://cis01.ucv.ro/DPPD/profesorul%20_si_alternativa_constructivista_a_instruirii.pdf [accessed on 14.12.2013].
Johnson Jr., Rhodes, D. M., Rumery, R.E., (1975). The assessment of teaching in higher education: A critical retrospect and a proposal.Higher education. Retrieved from http://link.springer.com/article/10.1007/BF00136897 [accessed on 30.06.2013].
Paulino, P., & Lopes da Silva, A., (2011). Knowing how to learn and how to teach motivation: Contributions from Self-Regulation of Motivation to more a effective learning. Procedia - Social and Behavioral Sciences, 29, 656-662.
Watt, H.M.G., (2005). Attitudes to the Use of Alternative Assessment Methods in Mathematics: A Study with Secondary Mathematics Teachers in Sydney, Australia, on SpringerLink, Vol.58. Retrieved from http://link.springer.com/search?query=Attitudes+to+the+Use+of+Alternative
+Assessment+Methods+in+Mathematics%3A [accessed on 30.06.2013].
Artino, A. R., & Stephens, J. M. (2009). Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online. Internet and Higher Education. 12, 146–151. Retrieved from: http://dx.doi.org/10.1016/j.iheduc.2009.02.001
Wigfield, A., & Eccles, J. S. (2002). Development of Achievement Motivation. San Diego, CA: Academic Press.
Berger, J. L., & Karabenick, S. (2011). Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms. Learning and Instruction, 21, 416-428.doi:10.1016/j.learninstruc.2010.06.002
Duncan, T., & McKeachie, W. J. (2005). The making of the Motivated Strategies for Learning Questionnaire. Educational Pszchologist, 40(2), 117-128. doi:10.1207/s15326985ep4002_6
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132. doi:10.1146/annurev.psych.53.100901.135153
Pintrich, P. R. (2000b). Educational psychology at the millennium: A look back and a look foreward. Educational Psychologist, 35, 221-226. doi: 10.1207/S15326985EP3504_01
Nausheen, M., & Richardson, P. W. (2010). The relationships between the motivational beliefs, course experiences and achievement of postgraduate students. Research and Development in Higher Education: Reshaping Higher Education, 33, 501-515.
Pintrich, P. (2000a). The role of goal orientation in self–regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self–regulation (pp. 451–502). San Diego, CA: Academic Press.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16 (4), 385-407. doi:10.1007/s10648-004-0006-x
Wolters, C. A. (2003). Regulation of Motivation: Evaluating an Underemphasized Aspect of Self-Regulated Learning. Educational Psychologist, 38 (4), 189–205. doi:10.1207/S15326985EP3804_1
Pintrich, P. R., & Zusho, A. (2002).The development of academic self-regulation: The role of cognitive and motivational factors. In A. Wigfield & J. S. Eccles (Eds.), Development of
achievement motivation (pp. 249-284). San Diego, CA: Academic Press.
Pintrich, P., & Schunk, D. H. (1996). Motivation in education. Theory, Research and Applications. New Jersey, NJ: Prentice Hall Inc.