Understanding how and why students are motivated will help teachers create appropriate learning activities. Deal briefly describes motivation as �a student�s willingness, desire, and need to participate in and be successful in the learning process� and discusses three theories how students are motivated. The attribution theory focuses on students� perceptions of why they are successful and how they can or cannot control this (Graham 1990). Goal theory stresses the student�s reasons for achieving, either to complete tasks, or to show competent ability (Ryan, Hicks, & Midgley 1997). The self-determination theory discusses the student's need of feeling competent, of relating to others, and of developing a sense of autonomy.
Utilizing appropriate assessment techniques will help the teacher measure student competency. Formative evaluation measures what children are learning and can help teachers more forward throughout a unit. Summative assessment measures end results. Performance assessment asks students to create a product that shows they have mastered skills and knowledge. This type of assessment includes constructing projects, describing results, and using �real-world� or authentic tasks to measure understanding. Teachers should understand and use all three types of assessment.
Deal contends that combining the pedagogy of motivation theories with proper assessment techniques is the best way to meet student needs. Several of his strategies are: using extrinsic rewards sparingly, clearly defining expectations, dividing large tasks into smaller units to avoid overwhelming students, measuring students related only to the task and not to the performance of others, allowing students to redo assignments if they do not master the criteria, and providing timely feedback so learners can assess they performance before final products are expected.
Teachers can create projects that utilize Flash Technology as an authoring tool, allowing students to create a product. Students import images, draw and animate lines and shapes, insert text, and add audio to make a multimedia presentation that will illustrate the concepts they have learned. This type of alternative assessment will �encourage learners to synthesize and reflect on what has been learned� and serves as an exciting way to motivate students to create fabulous projects. Teachers can also use Flash technology to create interesting lessons of their own to present to their students.
The students in my classes have always worked hard when using the computers to create an interesting final product. Although I have not used Flash Technology, I utilize PowerPoint presentations and Microsoft Publisher with excellent results. Recently, I revitalized an �old� oral report project about explorers and created a video using Movie Maker which I would like to share with students when this technology makes it into the elementary classroom. As a technology Facilitator, my understanding of and experience in creating authentic alternate assessments will be a valuable skill that I can share with the teachers in my district.
Deal is an Associate Professor at Old Dominion University. His article is organized, well written, and easy to read. The summary is extremely thorough and allows the reader to define the important points quickly. Deal uses bullets, numbered lists, and larger type throughout the article to highlight important text effectively.
Deal III, Walter F. (2004). Resources in technology. Technology Teacher, 63(8), 16-19.
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