Motivating your students through assessment

David Booth
David Booth
A group of young people looking at results and papers in a hallway, laughing and smiling

Motivating students can be difficult, especially where exams are concerned. The prospect of preparing learners for them seems like a mammoth task. But assessment can also be a way of encouraging motivation. The clue is in the word ‘test’. Whether externally or internally driven, students wish to test their knowledge and their learning; they want to see how they are developing and progressing.

In this article, David Booth explores what makes students want to push themselves and how you can encourage them with assessment.

What motivates students?

Students are incentivized in different ways, through internal (intrinsic) and external (extrinsic) motivation. Internal motivation is when someone takes an exam for their own satisfaction or interest; without immediate external reward. External motivation is driven by other factors such as the need to graduate or get to a particular level for career advancement. External motivation may also come from others, such as parents and teachers, encouraging students to attain a particular level in a subject or a qualification.

The important thing to recognize is that students should identify their intention for learning English. This will then enable them to determine short- and long-term goals that will drive both internal and external motivation. For example, a student might say; ‘I like learning English because I love reading books about Harry Potter and also English will be useful in my future life so I can meet and learn from people from different countries’. Recognizing and acknowledging reasons for learning with help reinforce the motivations for learning.

How can we promote an environment that is engaging and motivating?

Students’ self-belief is important but teachers also have a significant role to play. Teachers can help give students the confidence to build on their own skills. One way to do this is by promoting a growth mindset. This is the theory that ability and performance can be developed through fostering a positive environment, and is the opposite of a fixed mindset which is the idea that a person’s talents are already fixed from birth.

Developing a growth mindset is important because it encourages us to see new challenges as a positive thing. It involves praising effort rather than just focusing on outcomes.

With all the above in mind, here are five things teachers can do in class to help keep up student motivation levels:

5 ways you can motivate your students

  1. One of the best things that teachers and educators can do to support their students is to help them identify their motivation. Ask them why they are learning English. Is it for themselves? Their parents? Or a job opportunity? This will help teachers and learners decide on the best course of action for learning and also help students find satisfaction within the task, whether in an exam or taking a conversation class.

  2. It’s important to teach courses that are focused on developing communicative ability and knowledge, not just passing a exam. As education evolves, assessment must too, so it’s crucial to foster the practical linguistic skills of your students, not just aim for a good final grade.

  3. Teachers can help students develop their dominant learning styles. Do they learn by writing new words or reading things aloud? In doing so, you and your students can tailor their exam preparation towards how they work best and ensure they feel motivated to learn by themselves.

  4. You can give students the best understanding about the type of tasks they will face. Looking at past papers or using a wealth of exam resources will give them confidence and familiarity when facing any final assessment.

  5. Teachers must talk the talk! We must say the right things to keep our students motivated. This involves talking about what they have done in a positive way. Praising students just for their intelligence is not productive, because that refers to a quality rather than their behavior. Instead, we want to encourage student development through hard work and application.

Here are some growth mindset statements to inspire your students:

  • You worked really hard on that.
  • I’m so proud of your progress.
  • You kept going even when it was hard.
  • You have a tenacious attitude; I’m so proud that you never quit.
  • You really did … well because …

Motivating students with the ÃÛÌÒapp English International Certificate (PEIC)

PEIC is designed to help motivate students, offering them the opportunity to identify their strengths, and track improvement and success over time. It is widely used by learners who are looking for a general English test that allows them to build a portfolio of their communicative language ability for travel, to improve their employment prospects or for further education. It’s also valid for life.

Graded progression

PEIC offers a pathway for graded progression from level to level and explicit opportunities to evaluate and accredit learning outcomes at each of the CEFR levels. There are six English proficiency levels, from very low (A1) to very high (C2). There are no hidden surprises, false starts, or sudden jumps in difficulty from one test to the other.

This makes it easy for teachers and students to track progress. Showing students they have progressed in their studies is very motivating and encourages further study.

Assessment of communicative ability

The exams assess learners’ ability to communicate and use English effectively rather than their test-taking skills. The emphasis is on communicative skills; the level of ability that the student has in using the language for practical purposes. This is very motivating both in the short and long term.

A positive testing experience for the student

PEIC delivers a relaxed and enjoyable English testing experience that is a natural continuation of what happens in the classroom. It’s perfect for those educators who are interested in using assessment as a way of building students’ confidence and motivation, as well as raising school standards.

Easily integrated into a general English curriculum

Fitting PEIC around a general English program could not be easier. This is because the types of tasks that students will find in the English exams are similar to those found in most modern communicative course books. Therefore, there is no need to do a specific PEIC course before taking the test.

A wealth of learning resources

There are lots of resources out there offering something for everyone, including test guides for each level, test tutorials, practice tests, test tips and many more, so students will feel supported throughout the preparation process.

Learn more about the ÃÛÌÒapp English International Certificate (PEIC)

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  • An overhead shot of a three children with notepads, tablets and phones on the table being handled by them

    How to encourage your teenage students to become independent learners

    By Nicola Pope

    Learning is a lifelong activity regardless of age, position, or ambition. Many teachers embody this philosophy themselves – and would like nothing more than for their teenage students to develop strategies to become independent learners.

    But teachers often feel frustrated when their students rely on them too much or show a lack of motivation and focus in the classroom.

    Let’s look at how to start a project that holds your students’ attention. We’ll also go into how you can help your students practice and develop a range of English language skills at the same time.

    The benefits of starting a project that interests your students

    Group projects are motivating because they give students a common objective to work towards. The need to work as part of a team teaches teens collaboration skills, such as accountability. When learners decide on roles within their groups it soon becomes apparent just how important it is for them to be responsible and do their part.

    Project work also often encourages students to push themselves beyond their comfort zones as they try and test new skills. This is often true when learners are required to present on a topic or learn how to do something practical (like using PowerPoint or Google Slides for presentation design).
    In addition, projects can test a variety of English language and 21st century skills such as:

    • critical thinking skills (for planning and development of ideas)
    • topic/subject-specific vocabulary
    • reading and listening comprehension (for researching)
    • speaking skills (for group work)
    • creative skills (for project development and production)
    • presenting skills (for the final delivery of the project)

    Furthermore, when projects take place over several classes, students often eventually get into a routine and seek less direction from the teacher. They know what needs to be done and get on with it in their groups. Of course, you will still need to monitor and offer guidance throughout the project.

    The key elements of an independent learning project

    Find a meaningful subject matter

    First, you’ll need to start with a topic that engages your students. To discover this, put students in groups (online in breakout rooms or in the classroom) and have them work together and mind map some local, national or global problems they would like to solve. For example:

    • The local theater has closed down and they want to set up a new drama club.
    • There is a lot of pollution in the capital city and they want to help reduce it.
    • The rainforest is being deforested and they want to create awareness.

    After they have a good-sized list, instruct each group to pick something they would like to learn more about. Alternatively, if your students are unlikely to find interesting problems to solve themselves, provide them with several short-level-appropriate reading materials about topics you think will catch their attention. That way they can learn about local or international issues and choose a project focus.

    Balancing guidance and instruction

    A vital goal of this project-based approach is to encourage students to be independent. That does not mean they should have no boundaries or objectives, however.

    You’ll need to set deadlines, tell them what you expect of them, and explain how they should present their projects at the end. And depending on their levels, your students will also need a certain amount of scaffolding. You can do this using a set of questions. For example:

    1. What is the main problem you want to solve?
    2. Who does it affect?
    3. Why is it important to change?
    4. What steps could you take to solve the issue?
    5. Who could help you do this?
    6. How could we do this as a group?
    7. How can we present the issue to make people care about it?

    These questions can form the basis of the project, which can last from one to several weeks, depending on their age, level and time restraints. Adapt the questions to suit your students and the specific needs of their projects.

    Facilitating teamwork

    Encourage students to work together to plan, research and present their ideas. Set days or classes by which certain project elements must be completed. This helps ensure that the students make progress and encourages them to ask you questions if they are stuck.

    Decide whether you want to give set times during your classes to work on the project, or whether you want to dedicate entire classes to their work. Also, think about how much work should be completed in your student's own time. Their workload, level of English, and access to technology will all impact your decision.

    For example:

    • Class one: Define the problem you want to solve. Consider what you need to find out, decide on individual roles and develop an action plan. Show the teacher your progress.
    • Class two: Research your project questions and share what you find with the group. Is there anything else you need to know? Show the teacher your progress.
    • Class three: Come up with a presentation outline and begin to work on it.
    • Homework: Each work on your individual presentation section.
    • Class four: Show the teacher your progress. Practice your presentations.
    • Class five: Practice and then deliver your presentations.

    You may wish to allow students the freedom to choose how they would like to present it. Give instructions on how long you expect the presentation to be. If working remotely, collaboration tools such as Google Docs, and are excellent for facilitating teamwork.

    Here are some ways you might ask them to present:

    • a poster and presentation
    • an online presentation (e.g. using PowerPoint)
    • a website (on paper or online)
    • a video presentation
    • a theatrical production
    • a podcast episode.

    Keep in mind that the objective is to help them research, present and deliver a project in English. Check in regularly on progress and provide feedback and help whenever needed.

    While it’s important to monitor and guide them with the English language as they work, it’s also crucial to let students make decisions for themselves.