How can you assess student motivation in the classroom?

One very powerful tool to assess student motivation is to ask questions and encourage students to ask questions. Though assessing student motivation is quite subjective,assessment for learning-AFL strategies really help to enhance student motivation. When the teacher demonstrates alertness in class and encourages discussions to take place amongst students, it creates a safe environment and inclusiveness for the students.

If the Teacher understands the thoughts and idea of student then teacher should teach with some practical implementation with models to visualize the students. Make them sense to visualize the idea and this will motivate the student with new paradigms . Also teach with some new examples and play with them so that student s will learn practically and make classes interactive.

Motivation has several factors involved, from personality formation, body shape (Reich) and primary beliefs (Rockeack). Our positioning in situations is determined by our constitution and for this reason it requires true magic of persuasion and focus retention from teachers, since we are very diverse human beings.

Motivación proviene del latín "motivus", relativo al movimiento, por lo tanto, "es aquello que mueve o tiene eficacia o virtud para mover". En el ámbito de la educación, se puede entender, por tanto, como el motor de la conducta humana en el ámbito del aprendizaje. Una de las teorías más conocidas sobre la motivación es la proporcionada por Maslow (1956), en la Jerarquía de Necesidades Humanas, representada como una pirámide en el que las necesidades básicas aparecen en la base de la misma y denominó necesidades de supervivencia y al nivel superior de la pirámide, denominó motivación de crecimiento o necesidad de ser.

Student motivation refers to the internal drive or desire that influences students' behavior, effort, and persistence in pursuing academic goals and tasks.

The stimulation of increasingly interactive and free environments can facilitate some motivation factors. Thinking in a very formal way ends up hampering creativity and reducing motivation. Encouraging exchanges and promoting conversation circles seem to be lighter ways of promoting diversity and engagement.

Assessing motivation allows educators to identify students who may be struggling or disengaged and implement targeted interventions to support their learning. Assessing motivation enables educators to recognize and celebrate students' achievements, reinforcing positive behaviors and attitudes towards learning. By fostering a supportive and inclusive learning environment, educators can nurture students' intrinsic motivation and promote a growth mindset, empowering them to overcome challenges and achieve academic success.

Educators must endeavor to understand and assess student motivation through various means, including observation, interaction, and feedback. By recognizing patterns of behavior, identifying individual interests and strengths, and fostering a supportive learning environment, educators can gain insights into students' motivational dynamics.

Our own behavior and facial expressions give us evaluative input. When we use formal motivation assessments, we need to guarantee the freedom for students to be truly sincere in this process. Performance assessments are not the only metric to be used, as they do not take into account the human dimension of the classroom.

Several approaches can address student motivation assessment: -questionnaires/surveys - direct questions and classroom discussions about interests, academic goals and career aspirations - observation of behaviour in class -individual discussions about personal motivation and challenges - performance analysis through summative and formative assessment but also in projects and classroom participation and contribution - Students' class attendance

Existen muchas herramientas o variables en la investigación sobre la motivación. Como son capacidades, indicadores, confianza en uno mismo, rendimiento, estilos de aprendizaje, habilidades propias, expectativas, valores, necesidades, metas, etc. Algunos autores como por ejemplo González Cabanach, Valle, Rodríguez, García y Mendiri (2007) dise?aron un programa de intervención para mejorar la gestión de recursos motivacionales en estudiantes universitarios, centrándose especialmente en las metadas adoptadas por los estudiantes (metas de aprendizaje y de rendimiento). Otros, como Mas y Medinas (2007) analizan las motivaciones en estudios universitarios con escala de Likert.

During my years of teaching, I have utilized an exit ticket or a questionnaire at the end of a lecture. This would address what students did not grasp or any misconceptions. By using these techniques, I was able to go back over some concerns that the class had and discussed them in an appropriate manner. This was done as a whole-group class lecture in order to not embarass any one student. It proved to be successful among the students, and they gained a better knowledge of the content.

Feedback needs to include life dreams, not specific facts. Thinking about an assessment result may not be as relevant as seeing yourself in 2 or 5 years.