Macme8 MA Creative Media Education

1. HOW DO WE BUILD STUDENT’S
CONFIDENCE AND MOTIVATION
TOWARDS THEIR EXAMS?
MA Creative and Media Education - Unit 5: Exhibition

2. METHODOLOGY:
ACTION
RESEARCH

3. EXAMS V. COURSEWORK
4
0 1 11
5
6
4
2 1 0 2
ANXIETY CONFIDENCE ENJOYABLE MOTIVATION
Emotional surrounding the two aspects of the
media course
Exam Coursework Both
Although only 7 students in
the class, it is clear to see the
exam sparks more negative
emotions than the
coursework which hinders the
enjoyment, motivation and
confidence of students
towards the looming
summative assessment.

4. As you can see
from the data
provided, there
were some big
differences
between
coursework and
exam grades at AS
level, with 71.4%
doing worse; 57.1%
dropping at least 2
grades.

5. QUESTIONNAIRE BASED ON
CONFIDENCE

6. CONFIDENCE:
According to the Oxford English Dictionary (1989), the adjective, ‘confident’, is defined as ‘having a
strong belief, firm trust, or sure expectation; feeling certain, fully assured, ‘self-reliant, bold; sure of
one-self, one’s cause, etc.; having no fear of failure’. Confidence is an interesting psychological concept
and relates to the ‘degree to which you think and “feel” your actions will achieve positive results”
(Weisinger, 2015)

7. ASSESSMENT
OBJECTIVE: SKILLS

8. NICK GIBBS V. BLOOMS
Gibbs:
Gibbs has led the curriculum to take on a knowledge
fixed role in which ALL students MUST know specific
facts rather than ‘amorphous’ skills like critical
thinking. Gibb’s concern has been mainly surrounding
the ‘difficulty’ of examinations, with the recurring
lament that education has ‘gone soft’ resulting to
students not being stretched or challenged and
therefore trivialising proper knowledge. He argues
that through the rigorous learning of knowledge and
facts such as text books containing lists of monarchy,
specific grammar and précis exercises, we will be
better preparing students to one day becoming world
leaders.
Blooms:
While the Government wants to create
‘knowledge-based’ students, this goes
against the higher order thinking skills that
Bloom presented. When looking at the
triangle of success, knowledge and
comprehension are at the bottom, whereas
evaluation (something Gibbs wants to remove) is
considered the highest thinking skills. This would
also imply that listing information is more
important to Gibbs than being able to analyse
information.

9. ARCS MODEL OF MOTIVATIONAL
DESIGN THEORY
Keller’s concept of the ARCS Model of Motivational Design theory in which he
states four steps for promoting and sustaining motivation in the learning
process:
• attention,
• relevance,
• confidence
• satisfaction
He argues that learners need to have their curiosity stimulated through
challenging questions and visual stimuli, which I do not think we achieve when
preparing students for the examinations in comparison to coursework

10. SKILL-BASED LEARNING

11. USING
BLOOMS
• I used this technique to help my
students with their essay structure.
• REMEMBER = notes/plan
• Statement to show understanding.
• Applying it into the greater media
concept.
• Analyse what they did/effect of it.
• Evaluate strengths and weaknesses –
compare to other theorists etc.

13. Week: AOs: Remember Understand Apply Analyse Evaluate Create
1 – Section 1a AO1 X Bullet point all tasks
completed during
the planning and
research stage of AS
coursework
Picking one aspect –
show you
understand what it
is and why it was
useful to your
coursework
Apply what you
specifically did in your
coursework. What
examples can you use?
How did this help
structure your
production?
What were the strengths and
weaknesses of your
production – what would you
change next time?
Create a blog – using
your structure sheets to
help type your first exam
answer.
AO2 X
AO3
AO4 X
2 – Section 1a AO1 Pick one aspect of your
planning and research
with specific examples
from your coursework
Strengths and weaknesses of
the coursework in reference to
the aspect you picked.
Create a T.V drama to
represent your evaluation
of your coursework.
AO2 X
AO3 X
AO4
3 – Section 1b AO1 X Remind yourself of
different narrative
theorists
Summarise one
theorist into a
paragraph
Apply narrative to your
coursework – how did
you specifically use it?
Did you conform or
subvert to your
narrative theorist?
What were the outcomes –
strengths/weaknesses of your
final production. What would
you change?
Create a comic strip to
help define your narrative
journey in your
coursework.
AO2 X
AO3 X
AO4 X
4 – Section 1b AO1 Research different
genre theorists to
refresh memory
Apply genre theorists
to specific examples
within AS coursework
Did you conform or
subvert to the genre
theory?
Create 2 Lego models to
represent a) how your
coursework confirmed to
the theory and b) how it
subverted/didn’t follow
the theory.
AO2 X
AO3
AO4 X
5 – Section 1a AO1 X Bullet point all the
planning tasks
undertook as AS
Discuss how
planning is
important to
coursework
Apply it to specific
examples of what you
did at AS
Analyse how this
helped/hindered
your work
Evaluate the final outcome
due to your planning – what
worked well, what could have
been made better?
Create a tutorial video
explaining how to answer
the exam question.
AO2 X
AO3 X
AO4 X
6- Section 1b AO1 Bullet point
representation
theory
Apply to coursework Create a trailer for a new
film about representation
theorist
AO2 X
AO3 X
AO4 X
7- Section 1b AO1 Did you conform or
subvert to your
narrative theorist?
What were the outcomes –
strengths/weaknesses of your
final production. What would
you change?
AO2 x
AO3
AO4