Motivation, use of target grades and their effect.
OVERVIEW
An investigation into the awarding of grades and use of predicted grades in relation to levels of Pupil Motivation.
HOW THE RESEARCH WAS CARRIED OUT
Interviews.
Analysis of predicted grades against achievement data.
FINDINGS – IMPLICATIONS FOR TEACHERS
- Important not to generalise about PPG learners or to label them – but also important not to ignore these findings and these trends.
- Biggest finding = lack of agency among PPG pupils with diminished motivation.
- What is good for the majority, is less likely to be beneficial to PPG learners. Sharing ‘target’ data or ‘chances’ data had a negative effect on the motivation of most PPG students in year 7.
- This is a problem, which is itself part of a bigger problem.
- Most similar research suggests targeted mentoring and accountability from other adults (i.e. not teachers) for PPG students or those who are not motivated by academic targets or achievement.
- There is a need to refine what we are doing with the projected achievement data we are currently using.
- There is also a need to clarify misconceptions of a significant group of pupils in our school. (16% of pupils misunderstood the purpose of the projected achievement data – thinking that their projected grade was somehow guaranteed)
- Don’t set ‘revision’ as a h/w. Set a task where students hand something in showing they have revised.
IMPORTANT TO NOTE
Most similar research suggests targeted mentoring and accountability from other adults (i.e. not teachers) for PPG students, or those who are not motivated by academic targets or achievement. Breakfast club, lots of the things recommended by the recent report into PPG learners in this school in fact.
There is a need to refine what we are doing with the projected achievement data we are currently using.
Author(s)
John Robertson, Matthew Arnold School
Contact information
Research Role
Enhanced MLT (Part 3) student
Funding
NA
Status
underway