Sarah Carter Assessment 3b EDUC 2320_2322

Learning is the process of gaining knowledge and skills by studying,

practicing, listening or experiencing something new. Learning can occur at
different rates and in various forms for individuals. Students’ skills, passions
and interests influence their ability to learn. I will have the task of
motivating all students to learn and engage in various subjects. Through
motivation, learning can be developed which can be transferred to various
areas of a students’ life. This is achieved through learning strategies. I can
encourage students’ learning through assessment; allowing students to
receive feedback about their learning. The statement I will put forth
includes ways to encourage learning for all students through motivation,
developing learning, teaching for learning and methods of assessment.

According to Cherry (2014), motivation is defined as the process that

initiates, guides and maintains goal-oriented behaviours. To encourage
motivation I need to ensure the students have high self-efficacy, which
allows them to have a positive attitude towards their learning ability (Van
Deur, 2016). If students know they can do a task they are more likely to be
engaged and confident in their approach. This is supported by Zimmerman
(1990), who suggested self-efficacy is linked to goals, highlighting that
students are meta-cognitively, motivationally and behaviourally regulators in
their own learning journey. I will practice this when teaching art classes, as
with each project students will discuss the approaching task and set goals
for end of year assessments. Once goals are achieved to motivate art
students I will provide feedback, along with group discussions highlighting
achievements as well as areas needing improvement. This strategy can be
crafted into any subject, however art will be my example as this is my
teaching area. By providing students with choices in tasks it can engage
students’ interests and enhance their motivation and self-efficacy (Bandura,
2001).

Every student learns differently and I aim to develop students’ learning

through two basic strategies, direct task-based learning which includes
memory strategies such as repetition and note taking, cognitive strategies
such as interpretation and deduction and questioning for clarification.
Secondly is Meta-cognitive learning where I assist students’ learning through
encouraging them to focus on a particular learning concept or skill and have
a supportive classroom where knowledge is shared, assisting them to make
connections and transfer their learning. Theses two strategies will allow me
to develop learning and provide students with the foundation to become
active learners (Bonwell, 1991). In addition to these strategies I will

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implement Flemming’s theory (Unknown date) of considering all students
learning styles (visual, auditory, reading and kinesthetic) to ensure every
student has equal learning opportunities.

The purpose of learning is so students can adapt to new situations and use
what they have previously learnt to solve problems (Van Deur, 2016). I am
able to teach for learning when I teach students how to be metacognitive
learners (Flavell, 1979) which permits them to question themselves if they
understand new ideas and if they are able to reflect on what they needs
improvement. Perkins (1992) argues that transfer of learning is crucial to
education and includes near transfer (closely related contexts and
performances) and far transfer (to rather different contexts and
performances). I can teach for learning through frequently checking that
students understand the content, this can be done through assessment and
communication (Cree & Macaulay, 2000). It can also be monitored through
forming links between knowledge, emphasising understanding and
meaningfulness and actively having students participate in discussions and
question time (Van Deur, 2016). It is vital that I teach students transfer of
learning so they are able to apply the knowledge they have learnt to other
areas in their life instead of only allocating that knowledge to one subject.
Artist skills that I will teach my students can be transferred into many
subjects, for example drawing maps in Geography and geometry in
Mathematics. Through transfer, students’ learning abilities will continue to
grow and through the strategies suggested I can teach for learning.

Assessment is an integral and effective teaching strategy (Masters, 2011). It is

critical that I assess students’ knowledge prior to a new topic and then after
to ensure the students’ progress and understanding has developed. It is
crucial that I create an environment where assessment is not viewed as
something stressful instead a productive tool to enhance learning.
According to Black and Williams (1999) I can share with my students what I
want them to learn, pose strategic questions to understand what students
know and give effective feedback that is based on goals they have achieved.
These are strategies that I can use to ensure assessment is effective for
learning. Students’ self-assessment allows them to take responsibility for
their learning by identifying their strengths and weaknesses and formative
use of summative assessment. These strategies allow my students to play an
active part in their own grading, which is reinforced by Black and William
(1998). I have the responsibility to assess students to highlight areas that

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need revision and potentially clarifying, along with identifying students’
strengths and weaknesses to motivate them.

Strategies to encourage motivation vary and it is crucial that I evaluate them

and choose which is the best way to promote it. According to Cherry (2014),
motivation requires biological, emotional, social and cognitive forces that
activate behaviour. Motivation is a key element in goal-directed behaviour
but the students’ motivational state influences the strategies that I use to
promote learning. This is supported by Duchesne (2010), as stated that along
with this there are two main motives of motivation. Intrinsic motivation refers
to motivation arising from internal actors as feelings of curiosity, confidence
and satisfaction and extrinsic motivation referring to external sources such as
praise and rewards. Intrinsic motivation provides the opportunity for me to
successfully create motivation by allowing art tasks to be flexible and
moulded by the students and their interests. However motivation can be
encouraged extrinsically through students completing the tasks to achieve
good grades and praise along with project-based learning, which is an
approach to engage students in investigation (Phyllis, 1991). This method is
contradicted by psychologist Reiss (2004) who suggested that every student
has different motivational needs, require choice and the ability to
manipulate tasks to fulfill their passions. He suggested that rewards
(extrinsic) cause some people to pursue a loved activity less because of the
negative feelings caused from performance anxiety. This contradiction does
not create a clear strategy that can encourage motivation, however my
evaluation is that students need to have choice in their work, therefore I
should be flexible with the subject content and be able to teach the
curriculum.

Areas of education are linked, they influence and create connections with
one another. The ability to transfer learning between subjects is key. By
making links between knowledge, emphasising understanding,
meaningfulness and questioning allows students to feel confident in their
knowledge and ability to learn (Van Deur, 2016). When a student feels
confident they are then inspired to learn more and remain interested, a form
of intrinsic motivation. The connection is when a student has the ability to
transfer their understanding which creates self-confidence, along with a
growth-mindset. This is also a constructivism approach (Piaget, 2011) that
suggests that students’ learning develops by linking previous knowledge
with incoming information (Rogoff, 1998). Through teaching for learning,

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encouragement occurs for motivation, this is then linked with assessment as
students with confidence view assessment as a crucial part of broadening
their understanding. Through the methods I have mentioned, sharing useful
feedback, self-assessment, strategic questioning and formative use of
summative assessment students become motivated to learn. This is
supported by Betsy (2009) who reinforces the connection between teaching
for learning and how it stimulates confidence and motivation, which again is
encouraged through feedback. This cycle is continual and will occur
throughout a students’ schooling if teachers provide the fertile ground for
learning.

Assessment is an area that has many conflicting ideas as to whether it is a

reliable source to understanding the students’ cognitive ability. I can
constantly assess students by communicating, observing and listening to
them. There are many methods of assessment and by utilising numerous
strategies it is non-bias. Stiggins (2001) suggested that assessment is a
method of forcing students to learn and develop their understanding, this is
reinforced as he asks the question, “How we can intensify the intimidation
associated with annual testing so as to force greater achievement?” In my opinion
this method does not promote long-term learning. My view is supported by
Boud (1995), who contradicts suggesting that students’ learn the methods
behind assessments. Students will learn that in order to maximise their
marks they should use rote learning to receive good grade. This is not an
accurate indication of their knowledge, as some students can rote learn a
topic to pass but can quickly forget. This highlights to me that when I assess
it will be a gradual process and I will utilse numerous methods. By doing
this it will allow all students an equal chance and have the opportunity to
improve throughout the year.

I have the responsibility to provide students with the knowledge and

foundations needed to be self regulated learners. It is essential that I
encourage motivation to promote self-directed learning. Direct task-based
and meta-cognitive learning are two strategies I mentioned to help develop
learning. These strategies cater for various learning styles, which will allow
me to understand the way different students learn. I will provide the
foundation to transfer learning, to allow students to be capable of utilising
near and far transfer concepts. With the understanding of transfer learning I
can provide students with the skills to apply their knowledge to new tasks. I
believe assessments are fundamental for students to see their growth in
knowledge and allow them to be active in their learning. I believe it is
crucial to encourage motivation, develop learning, teach for learning and
use assessment to provide the students with the learning and understanding

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they receive to successfully complete their secondary education.

Words: 1,611

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theories, American Psychological Association

Bonwell, C., (1991), ‘Active Learning: Creating excitement in the classroom’,

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complementary?, Article, Sydney

Betsy, M., (2009). ‘The relationship between classroom motivation and

academic achievement in elementary-school aged children’, Family & Consumer
Sciences, Volume 33, Issue 2, Research Journal

Black, P., William, D., (1998), Cited in ‘Teaching for Assessment’,

Educational Psychology for learning and teaching, 4th Edition, Chapter 12,

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Australia

Cherry, K., (2014), ‘Theories of Motivation’, A closer look as some

important theories of motivation, Journal Article,

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Van Deur, P., (2016), ‘Motivation for learning’, Lecture presented at

Flinders University, 4-4-16

Van Deur, P., (2016), ‘Strategies for learning, Lecture presented at

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Flinders University, 2-5-16

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at Flinders University, 9-5-16

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