The Effects of Creating Self Assessed Work Portfolios on Student Learning Engagement in an Upper Elementary Montessori Classroom
The purpose of the research was to find whether the creation of self assessed student work portfolios would be effective in engaging students in learning opportunities and lead to self regulated behaviors. The research project was conducted in an upper elementary classroom. The class consists of twenty three grade four to grade six Montessori students in a private school. Ten students have had a Montessori education starting in preschool, eight students started in grade three, two were held back a year, two students started in grade four, and two students started in grade six. Fifty two percent of the class has a form of learning difference; prominently dyslexia. Three students are on the Autism spectrum. The sources of data used in this research included observation forms, self assessment forms, journal prompts, teacher reflection journal, and studentteacher interviews. The results indicated an increase in engagement in learning and selfregulated behaviors. This was equally evident in the students with different learning needs. Implications are that empowering students with self assessment and choices of work improves work habits and leads to better quality of learning outcomes and engagement. Students improved the most when they combined their self assessment with peer feedback and were given direct responsibility for the creation of their own portfolio. 4 Self Assessed Portfolios for Student Engagement in Learning The Montessori teaching method has the single function of helping the child fully develop. Using purposeful activities to arouse the interest in the child is the teacher's job. Creating a classroom learning environment must include the freedom for students to work, process information and concentrate on skill development. Teachers, also called guides, need to observe the subtle phenomenon taking place for each child and support appropriately. In order for students to invest in learning and gain intrinsic motivation, they build a trusting relationship with their guides. Upper elementary Montessori students need support forming their inner selves. If students have become dependent learners through rewards or punishment, re education in autonomy is required. Intrinsically motivated students demonstrate the learning process by showing interest in a subject, repetition of the work and concentration with the materials or the discovery and mastery of the concepts. These motivated students are what Maria Montessori coined "normalized" or what is now called "self regulated." Being self driven is a key to success. When the power of concentration emerges, intrinsic motivation towards learning follows. Extrinsic motivators such as the completion of a pre determined work plan for the sake of completion, undermine the development of intrinsic motivation and long term, lasting results toward learning. Empowering students with choice is part of the necessary autonomy for intrinsic motivation. Regular conferencing between guides and students gives voice to the desired educational experiences. Strictly using observation to direct students and assess needs is not comprehensive enough to ensure complete success in each student's development. Research indicates giving a student choices in tasks, content, and collaboration leads to improved performance and motivation. Students in a 5 Self Assessed Portfolios for Student Engagement in Learning Montessori environment should share in personal work assessments and analyze progress over time in order to adjust their challenges to appropriate levels. The creation of personal work portfolios allows students to participate in the representation and recognition of their abilities. When students accomplish a chosen task at the right level, they feel successful and motivated to continue. Learning investment and making personal choices represents true motivation and self regulation. This action research attempts to answer the question, "How will creating student work portfolios for self assessment affect student engagement towards learning in an upper elementary Montessori classroom?" and occurs in a Montessori upper elementary multi aged class of nine to twelve year olds. Ten students are new to the classroom this year but only two are new to the Montessori system of teaching. Seven students have designations of learning differences and five more have dyslexia. All twenty three students will be introduced to the research but only the data from twenty one will be included due to low abilities and absentees. The objective is to give students a voice in the process and observe them moving away from checking work as completed without regard for quality, and towards self correction and the internal rewards from learning. The creation of portfolios, where each student would compare the progress of their work over time and assess their own work using checklists and rubrics, teacher conferences and peer feedback, would open the possibilities for engagement in learning to the students.