Student Motivation and Assessment of Applied Skills in an Equine Studies Program

Abstract

Student motivation is a universal teaching challenge. A holistic approach to assessment was developed for cognitive and psychomotor tasks in equine studies. First-year students (n=55) were either randomly provided (PR) or not provided (NP) a rubric 3 weeks prior to skills testing. The PR students earned lower total scores (p < 0.05) than NP students (12.8 and 17.1 ± 5.3, respectively). In individual categories, PR and NP students had similar (p > 0.05) pass superior scores. Third-year students (n = 7) self-rated task performance using an affective rubric and reflection exercises. Although the original goal was to promote standardization of hands-on skills, these data indicate that students are more goal-oriented than process-oriented; furthermore, use of affective rubrics for self-assessment promoted a learner-centered approach to motivation.