Self-evaluation as a Feedback Tool to Increase Students' Motivation

Grünke, Sperling, and Burke (2017) explored the effects of a multi-faceted intervention program with 5^th grade students. The intervention involved a performance feedback system which included explicit timing, self-scoring, positive feedback, displaying high scores, and using a chart to illustrate the learning process.  Students were identified for this study based on low performance (compared to peers) on a grade level writing assessment. The authors predicted that implementation of this intervention program would increase the length and quality of the students’ creative writing.

Study results imply that the performance feedback system was successful in helping students to increase their motivation for writing during a grade level writing assignment. Data analysis did not identify which component of the intervention had the greatest effect on the positive outcomes, however, the combined effect did increase both the length and quality of students’ writing. Of particular note for my research is that the participants’ self-scoring was compared for accuracy with the test administrator’s scoring and the level of agreement equaled at least 90%. This finding demonstrates that 5^th grade students are able to accurately self-score their writing with appropriate measurement tools. (Grünke, Sperling & Burke, 2017)

In my research project, I am exploring how self-refection and self-evaluation can increase students’ motivation for future learning. The study suggests that self-evaluation does have a positive correlation with motivation when combined with other intervention components. Unfortunately, Grünke, Sperling and Burke (2017) found that the positive effects did not last over time. Follow up assessments when the intervention system was no longer implemented showed a significant drop in performance. This finding encourages me to study and explore self-regulation/self-evaluations systems that can be easily replicated and repeated after my study is completed so that the positive effects are maintained.

Reference

Grünke, M., Sperling, M., & Burke, M. D. (2017). The impact of explicit timing, immediate feedback, and positive reinforcement on the writing outcomes of academically and behaviorally struggling fifth-grade students. Insights into Learning Disabilities, 14(2), 135-153.