CLAS School Leader - Winter 2023

Students' Motivation on National Assessment of Educational Progress (NAEP)

Dr. Jeffrey D. Cornelius, Professor of Education & Department Chair, University of North Alabama

Do students’ motivation on the National Assessment of Educational Progress (NAEP) vary based on the grade levels? To answer this question, I will first discuss research grounded in this area. In addition, I will share some practical leadership strategies that assisted me during my career as a school-based principal. What is NAEP? According to the National Center for Education Statistics (NCES) (ED/ IES) and Hager Sharp (2022), NAEP is defined as follows:

The National Assessment of Educational Progress (NAEP) is an integral measure of academic progress across the nation and over time. It is the largest nationally representative and continuing assessment of what our nation’s students know and can do in various subjects such as civics, mathematics, reading, and U.S. history. (p. 1)

Related Studies

A recent student demonstrated sharp differences among students’ motivation for NAEP in grades 4, 8 and 12 (LaFave et al., 2022). Moreover, this same study suggested that some of the older students did not feel it was important to do well on the NAEP. In fact, 86% of grade 4 students stated that it was “important” or “very important” to do well on the test compared with 59% of grade 8 students and 35% of grade 12 students (LaFave et al., 2022). These results are not surprising if you have reviewed research related to student motivation. Based on these findings, would it be correct to assume that student motivation on high stakes assessments may be undermined as students’ progress through grade levels? If so, it may be worthwhile to explore student motivation within a particular school setting or perhaps school district, and thus reflect on what changes may need to occur to enhance student motivation with the ultimate goal to increase achievement levels on high stakes assessments.

McCutchen et al. (2016) conducted a longitudinal study of 419 students in grades 3-6 from 28 classrooms located in seven schools over a three semester period that examined the relationship between students’ mindset and their standardized test performance over time. The results of this study demonstrated that initial mindset has an impact on students’ academic achievement, with students who initially reported a more growth oriented mindset having a slower decline on test scores than students with a more fixed mindset. This study provided evidence that a growth mindset can hamper the decrease of standardized test scores. So, how do you cultivate a more growth oriented mindset? McCutchen et al. (2016) suggest through teacher–student interactions, the classroom environment can affect students’ mindsets and academic achievement. If this topic interests you, you may wish to explore research conducted by Carol Dweck. Dr. Dweck is an American psychologist at Stanford University and has conducted extensive research in motivation.

Practical Experience

As a previous building-based school principal, I want to share some practical strategies that you may wish to consider if your students are not performing as well as expected on high stakes assessments. Listed below are practical strategies that may assist you in this area.

• Educate yourself on a growth oriented mindset and students’ motivation to learn. Review the work of other professionals who have studied these topics. Drs. Jere Brophy and Carol Dweck are pioneers in this research.

• Educate yourself on what successful studentteacher interactions look like. For example, what kind of student-teacher interaction fosters a growth oriented mindset?

• Recognize that students’ motivation may be weakened as students progress through different grade levels. As a result, review research with a focus on how to enhance intrinsic motivation as students’ progress through grade levels.

• Collaborate with other colleagues and mentors. Book studies, professional meetings, and roundtable discussions are great ways to promote meaningful discussion.

• Analyze and reflect on student achievement data in your own school.

• Create school-wide action plans to address areas that need improvement.

• Provide teachers with resources to help them be successful.

• Remove barriers that may undermine student achievement. This could be time, interruptions, or location.

References

LaFave, A. J., Taylor, J. A., Barter, A. M., & Jacobs, A. S. (2022). Student Engagement on the National Assessment of Educational Progress (NAEP): A Systematic Review and Meta-Analysis of Extant Research. Educational Assessment, 27(3), 205–228. https://doi.org/10 .1080/10627197.2022.2043151

McCutchen, K. L., Jones, M. H., Carbonneau, K. J., & Mueller, C. E. (2016). Mindset and standardized testing over time. Learning and Individual Differences, 45, 208–213. https://doi.org/10.1016/j. lindif.2015.11.027

National Center for Education Statistics (NCES) (ED/IES) & Hager Sharp. (2022). NAEP 2022 Facts for Districts (National Assessment of Educational Progress (NAEP). Assessment Division, 8th Floor, 1990 K Street NW, Washington, DC 20006. Tel: 202-502-7400; Fax: 202- 502-7440; Web site: http://nces.ed.gov/nationsreportcard/; National Assessment of Educational Progress (NAEP)). National Assessment of Educational Progress (NAEP).