Target motivation and achievement improvement efforts across student, home, and school levels in large-scale assessment programs¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

Because ecological factors at both student and school levels explained significant variance in motivation and achievement, the article concludes that "Findings hold implications for the nature, breadth, and depth of efforts aimed at improving mathematics motivation and numeracy achievement in large-scale assessment programs." Improvement efforts should therefore address factors across the student, student/home, and school ecology rather than a single level.

Design Implications¶

Context¶

Requirements¶

• Assessment programs in which student, home, and school factors can be measured and modeled

Constraints¶

• Grounded in the Australian national numeracy assessment context studied here

Target Learners¶

• Elementary and secondary students participating in large-scale numeracy assessment

Target Learning Goals¶

• Mathematics motivation
• Numeracy achievement

Claims¶

• Student, student/home, and school factors explain significant variance in student- and school-level mathematics motivation [+W]
• Ecological factors and mathematics motivation explain significant variance in student- and school-level numeracy achievement [+W]
• Student/home factors in the model comprised mathematics tutoring, competition participation, computer support, and practice tests [+W]

Related Strategies¶

• Build research programs combining studies optimized for internal validity with studies optimized for ecological validity

Examples¶

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Key Sources¶

• Martin, Andrew; Lazendic, G. (2018). Achievement in large-scale national numeracy assessment: An ecological study of motivation and student, home, and school predictors. https://doi.org/10.1037/edu0000231