adam schwaninger research
TRANSCRIPT
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ABSTRACT
WhileteachingartatSchooMiddleSchool,Ihavefoundthatstudentachievementandmotivationstarttodeclineatthemiddleschoolage.Ifoundthisespeciallytrueintheartclassroomandother“electives”thatstudentsfeelareless
importantthancoresubjects.Theprimaryquestionforthestudyis:Whateffectdoestriangulatedassessmenthaveonstudentmotivationandachievement?Thethreeguidingquestionsinthestudyare:
1. Whateffectdoesassessmenthaveonstudentmotivationandachievement?2. Whateffectdoesself-assessmenthaveonstudentmotivationand
achievement?3. Whateffectdoesexternalassessmenthaveonstudentmotivationand
achievement?Thespecificdesignforthisstudyinvolvedcontentanalysisofstudents’
gradesdeterminedbytherubricusedbythestudentsandmyself.Studentexitquestionnairesandthechecklistfilledoutbytheassistantprincipalwerealsoused
inthecontentanalysisoftheresearch.Thedatacollectedduringthestudyshowsthattriangulatedassessment
increasedstudentmotivationandachievementacrosstheclass.
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INTRODUCTION
CONTEXT
District
LincolnPublicSchools(LPS)istheonlypublicschooldistrictinLincoln,
Nebraska,USA.ItisthesecondlargestofNebraska's596schooldistricts,surpassed
onlybyOmahaPublicSchools.LPSeducatesmorethan32,100studentsin54
schools.
ThecurrentsuperintendentisSteveJoel,whowasrecentlyselectedinMarch
2010.JoelwasthesuperintendentforGrandIslandPublicSchoolsfortenyears
priortoacceptinghispositionatLPS.
Minoritygroupsmakeup28%ofthestudentpopulationinLPS,with39%of
studentsreceivingfreeorreducedpricelunchandagraduationrateof81%
(CommunityNews,2010).
TheLPSmissionisstudentlearning,basedonacurriculumthatprovides
essentialknowledgeandskillstosucceedinschool,highereducation,andtheworld
ofwork.Studentachievement,increasedstudentlearningandincreasedgraduation
ratesarethemaingoalsofthedistrict(ImportantInformation,2010).
Building
SchooMiddleSchoolopenedin2009servinggradessixthrougheight.Schoo
islocatedinthenorthwestcornerofLincoln,situatedinFallbrook,averywealthy
neighborhood.AlthoughSchooislocatedinawealthycommunity,themajorityof
studentsliveinneighboring,middletolowerclasscommunities.
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SchooMiddleSchoolisa$35millionbuildingthathasacurrentpopulationof
767studentswithacapacityof900.Afull35%ofSchoostudents’familieslivein
poverty,24%ofstudentsareofminoritygroups,6%ofstudentsareEnglish
languagelearners(ELL),15%ofstudentsareinspecialeducationprograms,and
16%ofstudentsareingiftedprograms(personalcommunication,PrincipalLinda
Hix,2010).
Classroom
BeingtheonlyartteacheratSchoo,Igettheopportunitytoteachalmost
everystudent.Studentswhoareinintervention,ELL,andspecialeducation
programsareoftennotinart.Itaughtapproximately500studentsduringthe2009-
2010schoolyear.Thesestudentsarenotinmyclassroomfortheentireyear.I
teachsixthgradestudentsin12-weeksectionsandseethestudentsevery-other
day,7thgradeeverydayforaquarter,and8thgradeforasemester.
Iencourageacreativeatmosphere.Thereareoftenstudentsworkingon
differentstagesofprojectsinmyclassroom.Studentsareallowedtoworktogether
onprojects,listentomusic,andconverseduringworktime.Iattempttomakea
comfortableatmospherewherestudentscan“bethemselves”andexplorecreative
problem-solvingthroughresearchandcreationoftheaesthetic.
PersonalPhilosophy Inrecentyearstheaimsofeducationhaveshiftedinschoolsdueto
governmentregulations.Moreandmoreteachersarefindingthemselves“aiming”
tohavehightestscoressotheirstudentswillbeconsidered“proficient”and
continuetoreceivegovernmentfunding.Thosedistantfromthefrontlinesof
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educationseethisasaperfectwaytoensurethatnochildis“leftbehind.”Students
MUSTmeettestinglevelsofproficiencyortheydon’treceivemoney.Intheory,this
seemslikeasoundstrategy.Butmanyschoolteachers,administrators,andparents
wonderhowmanystudentsarebeingleftbehindwhenteachersareforcedtoflutter
throughcurriculumandteachtoteststoensurescoresarehighenough?Isa
teacher’smaingoaltohaveaclassfullofproficienttesttakers?
Iwouldarguethatthisissteeringeducationinthewrongdirection.Ibelieve
themaingoalofeducationistoeducatestudents.Groundbreakingnotion,Iknow.
Butwhatareweteachingstudents,asteachers,whenwetellthemthatthemost
importantthinginschoolistodowellonatest?Therearemuchmoreimportant
thingsthanexamspercentagesandnumbers.I’mnotsayingthattestingholdsno
value,andweshouldn’tusethedatatohelpshapeourdecisionsaboutinstruction,
butIfeelthatthereistoomuchemphasisontestscoresandnotenoughstresson
reachingourstudentsonapersonallevelandmakingaconnectionthatwillhelp
themnotonlysucceedinacademicsbutlifeaftereducation.Mymaingoalfor
educatingmystudentsisnotthattheywillmemorizefactsandbeabletorecite
themonatest,butrathertoimmersetheminacultureofinclusiveinteractionsand
relationships,whichfostertheexplorationofartinourworld.Teachingartgives
metheuniqueadvantageofdevelopingmyowncurriculum.Tohelpstudents
“explore”artIhavedevelopedacurriculumthatgivesmystudentsseveralpersonal
choicesindevelopingandcreatingtheirprojects.Ratherthangivestudentsimplicit
instructionsoncompletinganassignment,Iwillgivethemamultitudeofresources
andpossibilitiesonhowonecouldcompletetheprojectandexamplesofworkfrom
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paststudents.InmyresourcesIgivestudentsartistsfromvariousbackgroundsto
investigate,andaskthemhowtheycantakeaspectsfromfamousartworkand
incorporatethesefindingsintotheirowncreations.
Allowingstudentstohelpdeveloptheirownprojectspromotesself
motivatedresearchandmorepersonalinvestmentintheartwork.Workinginsmall
groupstoattainthisinformationhelpsstudentsproblemsolveinadiverse
atmosphereadvocatingsocialdevelopmentthatwillbenefitthembeyondtheyears
ofeducation(Schwaninger,2010).
PURPOSE
Ihavefoundthatstudentachievementandmotivationstarttodeclineatthe
middleschoolage.Ifoundthisespeciallytrueintheartclassroomandother
“electives”thatstudentsfeelarelessimportantthancoresubjects.Thepurposeof
thisstudyistoresearchtheresultofstudentself-assessmentcoupledwith
assessmentconductedbytheAssistantPrincipalatSchoo,BillSchulenburg,in
additiontomyownassessment.
INNOVATION
Iwillbeusinganexperimentalassessmentdesignreferredtoastriangulated
assessment.Thisformofassessmentusesobservationsandevaluationsfromthree
sources.Thethreesourcesinmystudywillbethestudentsthemselves,the
AssistantPrincipalatourschool,andmeastheartteacher.
Iwillbeconductingthisresearchwith6thgradestudents,workingona
papier-mâchéproject.Iteachtwotofour6thgradeclassesinthree,12-week
rotations.Iseetheclasseseveryotherday.
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ThecontrolgroupwillseetherubricthatIusetoevaluatetheprocess,but
willhavenoinvolvementintheassessmentprocess.Theexperimentalgroupwill
receiveacopyoftherubricusedforassessment.Theywillassessthemselvesas
theyworkthrougheachsection;Iwillgradestudentsastheycompletethestepsof
theprojectusingthesamerubric.Schulenburgwillassessthestudentsinsmall
groupsusingachecklistthatcorrespondswiththegradingrubric.
Iwillhavestudentsfrombothgroupsfilloutaquestionnaireregardingtheir
comfort,confidence,andunderstandingoftheexpectationsofthelessonasdictated
bytheassessmentmethod.
SIGNIFICANCE
Triangulatedassessmentistime-consuming.Anothergoalofthisstudywill
betodeterminewhetherthetriangulatedassessmentprocessisworththeextra
timeneededfromthestudentsandSchulenburgoranothercooperating
administrator.
Iamalsointerestedtoseeifstudentmotivationandeffortincreasewhen
theyareawarethattheyareincontroloftheirassessmentandanadministratorwill
beseeingandevaluatingtheirwork.
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REASEARCHQUESTIONS
OBSERVATION
Ihavefoundthatstudentachievementandmotivationstarttodeclineatthe
middleschoolage.Ifoundthisespeciallytrueintheartclassroomandother
“electives”thatstudentsfeelarelessimportantthancoresubjects
PRIMARYQUESTION
Whateffectdoestriangulatedassessmenthaveonstudentmotivationand
achievement?
GUIDINGQUESTION#1
Whateffectdoesassessmenthaveonstudentmotivationandachievement?
GUIDINGQUESTION#2
Whateffectdoesself-assessmenthaveonstudentmotivationandachievement?
GUIDINGQUESTION#3
Whateffectdoesexternalassessmenthaveonstudentmotivationand
achievement?
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LITERARYREVIEW
TEACHERASSESSMENT
Assessmenthasalwaysbeenatopicofinterestamongeducators.Teacherswantto
knowwhattheirstudentsknow,andwhattheyhavelearnedasaresultoftheirteaching.
Boudargues,“Therearetwomainpurposesofstudentassessment.Thefirstintends
toimprovethequalityoflearning”.Healsostatesthatwhen,“studentsengageinthe
problemsanddiscourseofagivenareaandaregivenencouragement,responseand
feedbackonwhattheydo,asappropriate,withaviewtothembecomingmore
effectiveintheirlearning.Thisisformativeassessment,orassessmentforlearning”
Anothertypeofassessment,“concernstheaccreditationofknowledgeor
performance:studentsareassessedtocertifytheirachievements.Thisoccurs
primarilyfortheawardofadegreeordiploma,thoughvariouscomponentsof
assessmentareusuallytakenintoaccountinmakingthis[judgement].Thisis
summativeassessment,orassessmentfortherecord”(1990,p.101).Theformer,
formativeassessmenthasbeenthoughttobeessentialforcomprehensionof
learningandprovidesteacherswithanunderstandingofwhatstudentsaregrasping
andwhichconceptsneedfurtherattention.“Anongoingpracticeofinternal
assessmentenablesteacherstomonitorlearningaspartoftheirteachingprocess.It
indicateshowtoadjustinstructionalstrategiestoaccommodatethedifferentneeds
andlearningstylesofstudents,andaidsstudentsinself-assessmentbyproviding
themwithcriticalfeedback”(http://finearts.esc20.net…).Itisimportanttovary
assessmenttocompensateforthedifferentintelligencesintheclassroom.“Multiple
assessmentsprovidemorecompleteinformationonstudentachievementthanany
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onetypeofassessmentalone”(http://finearts.esc20.net…).Shepardsupportsthis
notionwithresearchsuggesting,“Thecontentofassessmentsshouldmatch
challengingsubjectmatterstandardsandservetoinstantiatewhatitmeanstoknow
andlearnineachofthedisciplines.Therefore,abroaderrangeofassessmenttools
isneededtocaptureimportantlearninggoalsandprocessesandtomoredirectly
connectassessmenttoongoinginstruction”(2009,p.99).
Formativeassessmenthasbeenshowntoincreaseacademicperformance,
McMillan(2010)arguesthatformativeassessmentcanalsoincreasestudent
motivation.Inhisstudy,McMillaninvestigateddifferentaspectsofformative
assessment,todetermineteachers’self-reportedformativeassessmentpractices,
andrelatethesepracticestostudentself-reportedmotivation.“Thestatistically
significantpositiverelationshipsbetweenoverallformativepracticesandclass
averagesofstudentmotivation,suggestsanassociationbetweenatleastsome
formativepracticesandstudentmotivation.Whenteachersreportedusingseveral
typesofformativeassessmentspractices,studentsweremorelikelytoreport
higherlevelsofmotivation.”“Thefactthatmanystudent-perceivedteacher
practiceswerecorrelatedtostudentmotivationsuggeststhatsometeacher
practicesareimportant.Thisincludespraisinghardworkwhenwrong,stressingthe
importanceoflearning,andmakingwrittencomments”(McMillanetal.,2010,p.
18).
Iusedarubrictoevaluatemystudentswork,andregularlywentthoughthe
rubricandprojectexpectationsasthestudentswereworking.Ihavefoundthat,
“Rubricscommunicateaclearcontinuumofperformancelevelsinartandhelp
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studentslearntocritiquetheirknowledgeandskillsandtoassesstheirgrowth.
Thoughrubricscantakemanyforms,theyareoftenshowninatable”
(http://finearts.esc20.net…).Whentestingself-efficacyusingrubricsforself-
assessmentinwritingAndradefound,“Girls’self-efficacyratingsappeartobe
particularlysusceptibletorubric-referencedassessment.Theresearchshowsthat
middleschoolgirlstendtoholdtask(ormastery)goals,whereasboystendtohold
performance-approach(orego)goals,inwritingandmathematics.Thatis,girlstend
tobemoreconcernedwithmasteringawritingtaskthandoboys,who,onaverage,
tendtobemoreconcernedwithshowingsomeoneelsethattheyarecapable”(2009,
p.295).
SELF-ASSESSMENT
Nicol(2006)states,“Self-regulatedlearningisanactiveconstructiveprocess
wherebylearnerssetgoalsfortheirlearningandmonitor,regulate,andcontrol
theircognition,motivation,andbehavior,guidedandconstrainedbytheirgoalsand
thecontextualfeaturesoftheenvironment”(p.202).“Self-assessmentisaboutmore
thantestscores;it’saboutself-improvement.Inveryrealterms,meaningfulself-
assessmentiseducation”(Bingham,Holbrook,&Meyers,2010,p60).Whenlooking
athighereducationNicolarguedthat,“Conceptionsofassessmenthavelagged
behindconceptionsoflearninginhighereducation.Whilestudentshavebeengiven
moreresponsibilityforlearninginrecentyears,therehasbeenfargreater
reluctancetogivethemincreasedresponsibilityforassessmentprocesses(even
low-stakesformativeprocesses).Yet,ifstudentsaretobepreparedforlearning
throughoutlife,theymustbeprovidedwithopportunitiestodevelopthecapacityto
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regulatetheirownlearningastheyprogressthroughhighereducation”(2006,p.
213)
Nicol(2006)definessevenprinciplesgoodfeedbackprocessas:
• Helpsclarifywhatgoodperformanceis
• Facilitatesthedevelopmentofself-assessment(reflection)inlearning
• Delivershighqualityinformationtostudentsabouttheirlearning
• Encouragesteacherandpeerdialoguearoundlearning
• Encouragespositivemotivationalbeliefsandself-esteem
• Providesopportunitiestoclosethegapbetweencurrentanddesired
performance
• Providesinformationtoteachersthatcanbeusedtohelpshapetheteaching
AlthoughthisisinformationabouthighereducationIbelievethattheseprinciplesof
goodfeedbackapplytoself-assessmentinalllevelsofeducation.Inastudy
involvingelementarystudentsBinghametal.found“Self-assessmentpracticescan
helpelementarystudents’earlydevelopmentascriticalandreflectivethinkers.The
researchindicatesthatstudentswhoengageinwell-designedself-assessmenttasks
experienceadeepunderstandingofcontent,valuetheireducationalexperiences,
andactivelyparticipateinactivities.Developingthemetacognitiveawarenessof
studentsthroughself-assessmentisattheheartofpowerful,effective,and
transformationalteaching”(p60).Whenstudyinghighschoolstudents,McDonald
&Boudfound,“Thestudyindicatesthattheintroductionofself-assessment
practiceswaswellacceptedbyteachersandbystudents.Studentsreportedthatnot
onlywasitrelevantforpreparationforexternalexaminations,butthatithadwider
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impactsontheirperceptionsoftheircareersandthelearningtheywere
undertaking.Ofparticularimportanceisthatself-assessmenttraininghada
significantimpactontheperformanceofthosewhohadbeenexposedtoit.On
average,studentswithself-assessmenttrainingoutperformedtheirpeerswhohad
beenexposedtoteachingwithoutsuchtraininginallcurriculumareas”(2003,
p.209).
Onethingthatpreventssomeinstructorsfromhavingtheirstudents
participateinself-assessmentisalackoftime.Chen(2010)studiedhighschool
studentswhousedPDA’stoevaluatethemselvesandtheirpeers.Hefound,“The
researchshowsthattheself-andpeer-assessmentsystemwasanefficientuseof
time,allowingmoreopportunitiesforstudentreflectiononlearningand
assessment.”(Chen,2010,p.235)
Researchconcludesthatself-assessmentresultsinhigherachievementfrom
studentsbutthereislittleresearchprovingthatself-assessmentcanactually
increasestudentmotivation.WhenstudyinghighschoolstudentsReevesfound,
“Practicallymeaningfulgrowthinbothactiveanddynamicself-regulationwas
observedthroughoutthecourseoftheintervention.However,attemptstoexplain
growthbymotivationalfactorsandindicatorsofinterventionexposurewerelargely
unsuccessful”(2009,p.73)SimilarlywithgraduatestudentsTanreports,“Student
participationingradingtheirworkmaynotnecessarilymeanthatstudentsare
empowered”(Tan,2008,p.2).Race(1995inTan,2008)pointsoutthat,“ifstudents
knowthattutorswillinterveneiftheythinkthatthemarkingprocessis
unsatisfactory,thensummativeself-assessmentcannotbeclaimedtobe
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participativenorempowering.Theseresearchersarguethatstudentself-
assessmentdoesnotguaranteethatstudentsareempoweredintheassessment
process”.Chennoticedanotherissuewithself-assessment,“Thecorrelation
analysisindicatedalackofconsistencybetweenteacher-gradingandstudent-
grading”(2010,p.235).
EXTERNALASSESSMENT
“ExternalAssessment,orstandardizedassessment,referstoallstudent
testingdevelopedandusedbysourcesoutsideofthestudent'sschool.”
(http://finearts.esc20.net…)Inthecontextofmyresearch,theexternalassessment
takesplaceinsidethe,butisconductedbytheassistantprincipal,whoisanexternal
sourcetotheclassroom.Acommonformofexternalassessmentusedinthe
workplaceisSWOTanalysis.SWOTisanacronymstandingfor:
• Strengths:attributesofthepersonorcompanythatarehelpfultoachieving
theobjective(s).
• Weaknesses:attributesofthepersonorcompanythatareharmfulto
achievingtheobjective(s).
• Opportunities:externalconditionsthatarehelpfultoachievingthe
objective(s).
• Threats:externalconditionswhichcoulddodamagetotheobjective(s).
“ASWOTframeworkisgenerallyusedtosystematicallycharacterizeaparticular
situationwithregardstoitsinternalstrengthsandweaknessaswellasitsexternal
opportunitiesandthreats.Suchasystematiccharacterizationallowsforthe
identificationofappropriatestrategiesforutilizingthestrengths,addressingthe
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weaknesses,exploitingtheopportunitiesandmitigatingthethreats”(Schroeder,
Minocha,&Schneider,2010,p.161).Thisprovidesvalidinformationonhow
assessmentfromanexternalsourcecanbebeneficialinhelpingidentifyattributes
andconditionsofasituationtomaximizethepotentialforsuccess.Thewaythis
studyusedexternalassessmentissomewhatexperimental.Icouldfindnot
researchthatsupportedtheuseofexternalassessementintheformatthatIused.I
reviewedtheprocessofexternalassessmentinmycontextandcollecteddata,
gatheredinformation,recordedobservationsonitseffectsonstudents’achievement
andmotivation.
WRITER’SCONNECTION
Inreflection,thearticlespresentedintheliteraturereviewprovidedseveral
indicationsthattriangulatedassessmentwillraisestudentsacademicachievement.
Thereislittlesupportingevidencethatthevariousformsofassessmenteffect
studentmotivation.
ExternalassessmentinforcontextthatIusedinmyresearchwasnot
researchedpriortothisstudy.Althoughthereweresomestudiesrelatingtothe
advantagesofexternalassessmentandSWOTanalysis,myresearchisuniqueinits
applicationofexternalassessmentanditseffectonstudentachievement,success,
andmotivation.
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RESEARCHDESIGN
PURPOSE
Thepurposeofthisstudywastomeasuretheeffectoftriangulated
assessmentonstudents’achievementandmotivation.Ihaveaddedtothe
knowledgebaseofinformationregardingformativeassessmentandstudentself-
assessmentthroughtheuseofarubric.Ihavegainedavoicebygathering
informationontheeffectofinformalexternalassessmentthroughtheuseof
Schulenburgevaluatingstudentswithachecklistthatmirroredthemainobjectives
oftherubric.
RESEARCHTRADITION
Ihaveusedqualitativeaswellasquantitativeresultsinthisstudy.
Qualitativeresultsarerepresentedintheformofstudentgrades.Ihave
incorporatednotonlythefinalgradegiven,butalsothegradethestudentsself-
assignedandthegradeindicatedbytheassistantprincipalintheexternal
assessment.Igatheredqualitativeinformationthroughtheuseofanecdotalnotes
andawritteninterviewcompetedbythestudents.
RESEARCHDESIGN
Thespecificdesignforthisstudyinvolvedcontentanalysisofstudents’
gradesdeterminedbytherubricusedbythestudentsandmyself.Studentexit
questionnairesandthechecklistfilledoutbytheassistantprincipalwerealsoused
inthecontentanalysisoftheresearch.
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SAMPLINGPROCEDURES
Thispurposivesamplewasoftwosixthgradeclasses(experimentaland
control),incompleteenumeration,taughtinthefirst12weeksofthe2010-2011
schoolyearatSchooMiddleSchoolinLincoln,Nebraska.
RELIABILITY
Thestudentsallcompletedthesameprojectusinganidenticalrubric.The
controlgroupwasshowntherubricthatIusedtogradethemon.Theexperimental
groupwasgiventherubrictoevaluatethemselvesandwasassessedbymeusing
thisrubric.Allstudentsweregiventhesameexitquestionnairetoevaluatethe
studentsunderstandingoftheprojectexpectations,theirmotivationforcompleting
theproject,andtheirthoughtsonthegradetheyreceivedfortheproject.
VALIDITY
UsingAnderson’s(etal.)criteriaforvalidityIensureddemocraticvalidityby
takinginformationprovidedintheexitquestionnairebyeverystudentinthe
sample.Ialsousedinformationfromtheassistantprincipal’sassessmentandthe
self-assessmentofthestudents.
Outcomevaliditywasgainedthoughtheexaminationofstudentsuccess
thoughtheirgradesandmotivationinrelationtotriangulatedassessment.
Processvaliditywasconfirmedthroughconsistentuseofidenticalrubricsfor
assessmentandself-assessment.Also,studentsmotivationandunderstandingof
expectationswasmeasuredthoughidenticalexitquestionnaires.
Catalyticvaliditywasachievedbystudents’increasedmotivationand
understandingofexpectationsthroughtriangulatedassessment.
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DialogicValidityhappenedthoughtheconversationswiththeassistant
principalandthepresentationoftheresultswiththeSchooMiddleSchoolstaff.
RESEARCHSTEPS&TIMELINE
Date Steps
August20th
• Introducepapier-mâchéproject
• Discussassessmentprocedure
August23rd-September3rd
• Studentworktimewithformative
assessmentusingrubric
• Experimentalgroupself-assessed
usingtherubric
September6th&7th
• Studentssharedtheirartworkin
aclasscritiqueandreceivetheir
finalgrades
• Experimentalgroupparticipated
inasmallgroupsharingactivity
andwillbySchulenburgusinga
checklist
September8th
• Studentscompletedtheexit
questionnaire
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ETHICALCONSIDERATIONS
Allstudyparticipantsinformationwasusedinformulatingtheresulting
statistics.StudentsintheELLprogramwereofferedalternativewaystosharetheir
work,andwerenotforcedtospeakinfrontoftheclassduringthecritiqueifthey
werenotcomfortabledoingso.
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DATACOLLECTION/INFORMATIONGATHERING
INTRODUCITON
Iusedavarietyofmethodstogatherinformationandcollectdataforthe
completionofthisprojectconcerningtriangulatedassessment.Triangulationis
accomplishedusingdiversedatasourcesandtools.(Seematrixbelow):
DATACOLLECTION/INFORMATIONGATHERINGMATRIX
PrimaryQuestion:Whateffectdoestriangulatedassessmenthaveonstudent
motivationandachievement?
AnecdotalNotes&Observations
1
AssessmentTools2
ExitQuestionnaire
3
Whateffectdoesassessmenthaveonstudentmotivationandachievement?
A
Anecdotalnotes&observationsduringclass
Rubric
(Completedbyinstructor)
Questionnairefilledoutby
studentregardingassessment
Whateffectdoesself-assessmenthaveonstudent
motivationandachievement?
B
Anecdotalnotes&observations
duringclass
Rubric
(Completedby
student)
Questionnairefilledoutby
studentregardingself-assessment
Whateffectdoesexternalassessmenthaveonstudentmotivationandachievement?
C
Anecdotalnotes&observationsduringclass
Checklist(Completedby
AssistantPrincipal)
Questionnairefilledoutby
studentregardingexternal
assessment
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TRIANGULATIONOFDATA
Eachsectionofthedatacollection/informationgatheringmatrixisdescribed
indetailaccordingtothecorrespondingletter/numbercombinationassignedtothe
sectionsofthematrix.
(A,1) Anecdotalnotesandobservationswererecordedduringclassregardingthe
effectformative/summativerubricassessmenthasonthestudents.
(A,2) Dataregardingthestudents’performancebasedontheinstructor’s
evaluationusingtherubricwerecollected.
(A,3) Thestudentscompletedanexitquestionnaireregardingrubricassessment
completedbytheinstructor.
(B,1) Anecdotalnotesandobservationswererecordedduringclassregardingthe
effectformative/summativerubricself-assessmenthasonthestudents.
(B,2) Dataregardingthestudents’performancebasedontheirevaluationusing
therubricwerecollected.
(B,3) Thestudentscompletedanexitquestionnaireregardingrubricassessment
theycompleted.
(C,1) Anecdotalnotesandobservationswererecordedduringclassregardingthe
effectsummative,external;checklistassessmenthasonthestudents.
(C,2) Dataregardingthestudents’performance,basedtheexternalassessment
performedbytheassistantprincipal,usingthechecklistwerecollected.
(C,3) Thestudentscompletedanexitquestionnaireregardingtheexternal
assessmentcompletedbytheassistantprincipal.
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DATACOLLECTION/INFORMATIONGATHERINGTOOLS
Thedatacollectionandinformationgatheringtoolsusedinthisstudyare
listedbelow:
1. Rubric(seeAppendixA)2. Checklist(seeAppendixB)3. ExitQuestionnaire,LikertScale(seeAppendixC1andC2)4. Anecdotalnotesandobservationsrecordedduringandafterclass5. Discussionwithcolleaguesandadministration
DATAANALYSIS
Thisstudyexploredtheeffectoftriangulatedassessmentonstudent
motivationandachievement.Threesourcesthatwereusedtocollectdataand
gatherinformationwere:anecdotalnotesandobservations,studentrubricgrades,
andstudents’responsesonanexitquestionnaire.Themeansoftherubricgrades
werecalculatedusingthemeasuringandcomparingcentraltendencytechnique
withintervalmeasurement.Patternsinstudentquestionnaireswerecodedto
identifycommonthemesandpatternsinthestudents’responses.Finally,dataand
observationswerecomparedandcontrastedbetweenthecontrolandexperimental
groups.
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FINDINGS&DISCUSSION
Thedatacollectedintheexitquestionnaire(appendixC1/C2)providedthe
majorityoftheinformationregardingthestudents’dispositionandmotivation
concerningtheproject.Thefollowingpiechartsdepictthestudent’sanswersto
eachindividualquestionintheexitquestionnaire.Theexperimentalandcontrol
groupquestionnaireswereslightlydifferentconsideringthegroupswereassessed
differently.Thecontrolgroupwasaskedquestionsabouttriangulatedassessment
inahypotheticalmanner,toseeifthestudentsthoughttheywouldhavefelt
differentlyabouttheprojectiftheyhadbeenevaluatedusingtriangulated
assessment.Thequestionsforeachgrouparedisplayedintheheadingofeachpie
graph;thecontrolandexperimentalgroupsarelabeledaccordingly.
ExperimentalGroupControlGroup Thedatashowsthatstudentsintheexperimentalfelttheyunderstoodthe
projectrequirementsslightlymorethanthecontrolgroup.62%ofstudentsinthe
experimentalgrouprecordedthattheystronglyagreedtheyunderstoodtheproject
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expectationsascomparedto35%ofstudentsinthecontrolgroupwhostrongly
agreedwiththisstatement.Thestudentsintheexperimentalgrouphadacopyof
thegradingrubricandwerecontinuallycheckingtherubrictocomplywiththeself-
assessmentportionofthetriangulatedassessment.Theextraexposureand
interactionwiththegradingrubricmostlikelyresultedinahigherpercentageof
understandingacrosstheclass.
ExperimentalGroupControlGroup
Thisquestionwasanattempttocapturetheinitiallevelofinterestand
motivationofstudentsinbothgroups.Sixty-eightpercentofstudentsinthe
experimentalgroupagreedtheywereexcitedabouttheprojectwhile69%of
studentsinthecontrolgroupmarkedagreeorstronglyagree.Thesimilarityin
responsetothisquestionwasbeneficialtotrackingtheeffectivenessofthe
triangulatedassessmentmodelbetweenclasses.
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ExperimentalGroupControlGroup
Asseeninthelastquestiontherewasastrikingsimilaritybetweenthetwo
groupsintermsofmotivation.Seventy-onepercentofstudentsintheexperimental
groupagreedtheyweremotivatedtocompletetheprojectwhile70%ofthe
studentsinthecontrolgroupagreedtobeingmotivated.
ExperimentalGroupControlGroup
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Students’responsesregardinginitialmotivationcontinuedtobestrikingly
similar.Ninetypercentofthestudentsintheexperimentalgroupagreedwiththe
statementand92%ofthestudentsinthecontrolgroupwereinagreeance.Ofthe
lastthreestatementsregardinginitialmotivation,thestudentsofbothgroups
answeredwithina2percentagepointsofeachother.
ExperimentalGroupControlGroup
Bothgroupswereassessedbyarubric,whichiswhythequestionisidentical
oneachsurvey.Theexperimentalgrouphadmoreexposureandinteractionwith
therubricbecausetheyself-assessedusingthesamerubricthatIusedinthe
assessmentofbothgroups.Thismayexplainthedisparityinresponsesbetween
groups.Allofthestudentsintheexperimentalgroupagreedthatrubricassessment
fromtheinstructorhelpedthembesuccessful,whileonly60%ofthestudentsinthe
controlgroupagreedwiththestatement.Again,theoverwhelmingagreement
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depictedintheexperimentalgroupmayhavebeenadirectcorrelationoftheir
increaseduseoftheassessmenttool.
ExperimentalGroupControlGroup Thisisthefirststatementonthequestionnairethatwasdifferentforeach
group.Thecontrolgroupwaspresentedwithahypotheticalsituationtorecorded
theirthoughtsonself-assessment.Allbutonestudent(95%)agreedthatself-
assessmentwitharubricwasinstrumentalincompletingtheprojectsuccessfully.
Ofthecontrolgroup82%agreedthatiftheyhadtheopportunitytoassess
themselveswitharubricitwouldhavehelpedthembemoresuccessful.
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ExperimentalGroupControlGroup Again,thegroupswerepresentedwithdifferentstatementsonthe
questionnaire.Surprisingly,only37%ofstudentsintheexperimentalgroupand
35%ofstudentsinthecontrolgroupbelievedthatexternalassessmentformthe
assistantprincipal,Mr.Schulenburg,wasinstrumentalinincreasingtheir
achievement.
ExperimentalGroupControlGroup
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Thisstatementalongwiththetwoproceeding,arethesameasthethree
previousstatementsbuttheword“want”hasbeenadded.Thegoalofthese
statementswastocalculateachievementagainstmotivation.Thethreeprevious
statementsaskedstudentsifthedifferentmodesofassessmenthelped,orwould
havehelped,themdobetter,whilethistripletasksstudentsiftheassessment
techniquesmadethemwant,orwouldhavewanted,todobetter.
Intheexperimentalgroup,allbutonestudent(95%)recordedthatrubric
assessmentfromtheirinstructormadethemwanttodobetter.Thisisadecrease
from100%ofstudentsthatindicatedassessmentfromtheirinstructorhelpedthem
dobetter.Inthecontrolgroup,77%ofstudentsagreedwiththestatementthat
rubricassessmentfromtheirinstructormadethemwanttodobetter,whichisan
increasefrom60%thatrecordedrubricassessmentfromtheirinstructorhelped
themtodobetter.Iexpectedthelevelofagreementtobelowerwiththisstatement
thanthepreviousstatementregardingachievement.
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ExperimentalGroupControlGroup Intheexperimentalgroup,thenumberofstudentsthatagreedwiththe
statementthatself-assessmentwitharubrichelpedthemachieve,agreedthatthe
evaluationofselfwitharubricalsomadethemwanttodobetter.Interestingly,
therewasonestudentwhorespondedneutraltothestatementregarding
achievement,andonestudentrecordedthattheydisagreedwiththestatement
regardingmotivation.Thequestionnaireswereanonymssoitisunclearifitwasthe
samestudentthatdidnotagreewiththetwostatements.
Similarly,therewasthesamenumberofstudentsinthecontrolgroupthat
agreedwithbothstatements.Thereweretwostudentsthatrespondedneutralto
theearlierstatementregardingachievement,whileallthatdidnotagree,disagreed
inthestatementaboveregardingmotivation.Again,nameswerenotrecordedon
thequestionnaires,soitisimpossibletotellifthesamefourstudentsdidnotagree
withbothstatements.
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ExperimentalGroupControlGroup Thefinalstatementonthequestionnairedepictsthemostdrasticchange
betweenthestudents’attitudesinrelationtoexternalassessmentanditseffectson
motivation.90%ofthestudentsintheexperimentalgroupexpressedthat
assessmentfromMr.Schulenburgmadethemwanttodobetter,whileonly37%of
thesamestudentsrecordedthattheexternalassessmenthelpedthembesuccessful.
Inparallel,96%ofthestudentsinthecontrolgrouprecordedtheythought
externalassessmentfromMr.Schulenburgwouldhadmadethemwanttodobetter
whileonly35%ofthesamestudentsexpressedagreementthatassessmentfrom
Mr.Schulenburgwouldhavehelpedthemdobetter.
Thestatementsrecordedfromthestudentsregardingexternalassessment
werethemostdramaticonthequestionnaire.Itwasinterestingtoseethatalthough
studentsdidnotagreethatexternalassessmentwouldhelpthemontheproject,the
overwhelmingmajorityfoundittobeverymotivating.Dothestudentsseea
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correlationbetweenmotivationandachievement?AsaneducatorIbelievethat
motivationhasagreatdealtodowiththelevelofachievementofanindividual
studentoranentireclass.Althoughthestudentsdidnotseetheexternal
assessmentashelpful,Ibelievethatinclusionoftheexternalassessmenthelpednot
onlymotivatestudentsbutalsoincreasedachievementacrosstheclassinthe
experimentalgroup.Thestudentsintheexperimentalgroupwereheldaccountable
bythemselves,theinstructor,andanexternalsource.Thetriangulatedassessment
modelprovidesamuchmorecomprehensive,summativeassessmentofthe
studentswork.
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Thefollowingpiechartsdepictabreakdownofthestudent’sfinalgradesfortheproject.
Intheexperimentalgroup,17outof21(81%)studentsreceiveda90%or
higherwithanastonishing48%receivingallpointspossible.Eightypercentwasthe
lowestscoreintheclass.Inthecontrolgroup11of24(46%)studentsreceiveda
90%orhigherwith13%receivingallpointspossible.Thelowestscoreinthe
controlgroupwasa70%.
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Althoughtheclassaverageisnotastoundinglydifferent,thenumberof
studentsreceivingallpointspossibleissubstantial.Theincreasedexposureand
interactionwiththeassessmentrubricandprocessincreasedthestudents’
awarenessoftheprojectexpectationsresultinginhigherachievement.Theexternal
assessmentprovidedbyMr.Schulenburgincreasedthestudents’motivationwhich
alsowasinstrumentalinproducingextremelyhighratesofsuccessamongthe
experimentalgroup.
SUMMARY&CONCLUSIONS
Inreview,theresearchmayhavebeenmorecomprehensiveifalarger
samplewereused.Includingmultiplegradelevelsanddifferentprojectswould
provideabetterlookattriangulatedassessmentinthemiddleschoolsetting.
Conductingthestudyinmultiplesubjectareaswouldalsoprovidealargerscopeof
theeffectivenessoftriangulatedassessmentinthepromotionofmotivationand
achievement.
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References
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Berdrow,I.,&Evers,F.(2010).Basesofcompetence:aninstrumentforselfand
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Bingham,G.,Holbrook,T.,&Meyers,L.(2010).UsingSelf-Assessmentsin
ElementaryClassrooms.PhiDeltaKappan,91(5),59-61.Boud,D.(1990).Assessmentandthepromotionofacademicvalues.Studiesin
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Chen,C.(2010).Theimplementationandevaluationofamobileself-andpeer-
assessmentsystem.Computers&Education,55(1),229-236.ExternalAssessment .(2003).Retrievedfrom
http://finearts.esc20.net/art/art_assessment/art_as_external.htmlLincolnPublicSchoolsImportantInformationBooklet.(2010).Retrivedfrom
http://www.lps.orgInternalAssessment.(2003).Retrievedfrom http://finearts.esc20.net/art/art_assessment/art_as_internal.htmlMcdonald,B.,&Boud,D.(2003).TheImpactofSelf-assessmentonAchievement:the
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APPENDIXA:RubricName_____________________________________________________________Period________Day________
Papier-Mâché Oaxacan Animal Rubric
Thisrubricwillbeusedtogradeyourwork.Youareresponsibleforkeepingthisrubricinyourfoldertohandinwithyourcompletedproject.Youwillgrade
yourselfaftercompletingeachstepoftheprojectbycirclingtheareathatbestdescribesyouranimal.Ifyouareinbetweencircletheblankspaceinbetweenthedescriptions.OnceyourhavecompletedandgradedeachstepIwillgradethesamesteponaseparaterubric.Onceeveryoneisdonewiththeirproject,Mr.Schulenburgwillvisitourclasstohelpusgradeourprojects.Hewillbeaskingyouquestionsinsmallgroupstomakesureyouunderstandtheproject.All3gradeswillbeusedtoformyourfinalgradefortheproject.Besuretoaskquestionsandhelpyourfriends.ProjectSteps 5 4 3 2 1
AnimalConstruction
Animalisrecognizable,coveredwitha“skin”oftape,bodypartsareattachedproperly
Animalisrecognizable,Thereisnewspapershowing,jointsbetweenpartsareweak/flimsy
Theanimalisnotrecognizable,littletapeisholdingthestructuretogether,bodypartsfalloff
Papier-mâché
Application
2layersofpapier-mâché,Paperissmooth,
coverstheentireanimal.
1layerofpapier-mâché,animalismostlycovered,
paperiswrinkledinplaces
1layerofpapier-mâchéwithseveral
wrinklesandmanyareaswheretapeisexposed,
Paint
(BaseCoat)
Animaliscompletelycoveredwithabasecoatofpaint.
Thereareafewsmallareasofwhitepapershowing
Thereareseveralareasofwhitepapershowing
Paint
Pattern&Details
Thereare5ormorepatterns
repeatedontheanimal,atleast5differentcolorsareused
Thereare3or4patternsonthe
animal,with3to4colorsusedinthepatterns
Thereare1to2patterns
ideasontheanimal,withonly1to2colorsused.
TotalScore______/20
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APPENDIXB:Checklist
Studentswillbeabletousetheirrubricsduringthistime.Acheckwillbegivenifthestudentsexhibitedthetaskoransweredthequestioncorrectly.
Studentsidentified/describedthe4basicstepsoftheprojectasstatedintherubricStudentscouldpointoutanddescribethedifferentpatternsandcolorstheyusedontheiranimals.Studentsanimalswereidentifiable.Q:Whatartformisthisprojectbasedon? A’s:Oaxaca,Mexico;Wood-carvedanimals;ArtistZenyFuentes
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APPENDIXC1:Questionnaire
WHATAREYOURFEELINGSABOUTTHISPROJECT?Pleasecircleyourfeelingsaboutthisprojectandthewayyouweregraded.Youdonotneedtoincludeyourname.Thiswillnotbegraded,pleasebehonest,Iwanttoknowhowyoureallyfeel.
SA=StronglyAgree,A=Agree,N=Neutral,D=Disagree,SD=StronglyDisagreeIunderstoodwhatwasexpectedofmeinthisproject.Iwasexcitedaboutthisproject.Iwasmotivatedtocompletethisproject.Iwantedtogetagoodgradeonthisproject.HavingMr.SchwaningerGrademewitharubrichelpedmedobetter.
Gradingmyselfwitharubrichelpedmedobetter.HavingMr.Schulenburggrademewithachecklisthelpedmedobetter.HavingMr.SchwaningerGrademewitharubricmademewanttodo
better.Gradingmyselfwitharubricmademewanttodobetter.HavingMr.SchulenburgGrademewithachecklistmademewanttodobetter.
SAANDSD
SAANDSD
SAANDSD
SAANDSD
SAANDSD
SAANDSD
SAANDSD
SAANDSD
SAANDSD
SAANDSD
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