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Academic Efficacy and Eagerness to Learn Report (Assessment)

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Updated: May 9th, 2022

The traits which are assessed in the designed tool are related to the variables identified by Popham and Stiggins (2008), which are academic efficacy and eagerness to learn. Both variables are important since their identification is the first step for designing an instrument (Popham, 2008). The choice of those variables is justified through their relation to motivation, where eagerness to learn is determined by students’ desire, rather than their belief in capability (Stiggins & Popham, 2008). Academic efficacy, on the other hand, is defined as follows: “student’s perceived ability to succeed and the student’s sense of control over her or his academic well being” (Stiggins & Popham, 2008).

Thus, the efficacy can be seen in assessing the degree to which, students think their academic success is related to their abilities and their control. Considering that the ultimate aim of the development of positive affective traits is motivating students, it can be stated that the selection of such trait variables was successful. Additionally, the indicated variables conform to the conditions claimed by McMillan et al. (2011) which focus on the learning targets. The next step in designing the tool was constructing an affect inventory, i.e. several statements which are related to the identified variables, the response to which will be collected through a Likert Scale. The scale was composed of the original responses Likert employed, strongly agree, agree, uncertain, disagree, and strongly disagree (Popham, 2008). Considering that only two variables are assessed, each variable was connected to four statements, two negative and two positives.

References

McMillan, J. H., Hellsten, L.-A. M., & Klinger, D. A. (2011). Classroom Assessment : Principles and Practice for Effective Standards-Based Instruction (5th ed.): Pearson Education.

Popham, W. J. (2008). Assessing Student Affect. Educational Leadership, 66(8), 85-86.

Stiggins, R., & Popham, W. J. (2008). Assessing Students’ Affect Related to Assessment for Learning. Formative Assessment for Teachers and Learners.

Appendix

Assessment

    1. I know that I can learn all the materials in this course, regardless of their difficulty.
  • Strongly Disagree
  • Disagree
  • Uncertain
  • Agree
  • Strongly Agree
    1. I prepare for the new topics that will be discussed in class.
  • Strongly Disagree
  • Disagree
  • Uncertain
  • Agree
  • Strongly Agree
    1. Even if each topic is explained to me individually, it will not be easy for me to learn new material.
  • Strongly Disagree
  • Disagree
  • Uncertain
  • Agree
  • Strongly Agree
    1. I try not to ask questions, make notes, or participate in class discussions.
  • Strongly Disagree
  • Disagree
  • Uncertain
  • Agree
  • Strongly Agree
    1. I am aware of my academic accomplishments, regarding each subject.
  • Strongly Disagree
  • Disagree
  • Uncertain
  • Agree
  • Strongly Agree
    1. There are topics that are interesting for me and I research external resources to learn more.
  • Strongly Disagree
  • Disagree
  • Uncertain
  • Agree
  • Strongly Agree
    1. I do not know my weaknesses that hinder my progress in class.
  • Strongly Disagree
  • Disagree
  • Uncertain
  • Agree
  • Strongly Agree
    1. There are no topics that I would like to learn in the future.
  • Strongly Disagree
  • Disagree
  • Uncertain
  • Agree
  • Strongly Agree
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IvyPanda. 2022. "Academic Efficacy and Eagerness to Learn." May 9, 2022. https://ivypanda.com/essays/assessing-student-affect/.

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IvyPanda. (2022) 'Academic Efficacy and Eagerness to Learn'. 9 May.

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