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Seeing Students Sooner: How Assessment Became a Tool for Connection, Not Just Data

To support engagement, elements of gamification were incorporated, including puzzles, points (coins and gems), and a virtual reward system called the “Smart Shop.” These features were designed to provide breaks between more cognitively demanding tasks and to increase student interest.

The results were clear:

• 88% of students enjoyed the puzzles
• 77% enjoyed earning coins and gems
• 82% enjoyed selecting rewards in the Smart Shop

At first glance, these findings suggest that extrinsic rewards, such as prizes and points, can play a strong role in motivating students.

However, the deeper story is more nuanced. When students were asked what they enjoyed most about the experience, many responses reflected intrinsic motivation:

“Learning more about myself.”
“Getting to know me better.”
“The activities and the speaking exercises.”

This dual response highlights an important principle supported by decades of research: while extrinsic rewards can capture attention and increase initial engagement, intrinsic motivation is more sustainable and meaningful for long-term learning (Ryan & Deci, 2020). In other words, the rewards may have drawn students in, but the self-discovery kept them engaged.

This balance is critical. When designed thoughtfully, extrinsic motivators can act as an entry point, while intrinsic motivators, such as curiosity, self-awareness, and personal relevance, drive deeper learning. Interestingly, when given a choice of rewards, most students preferred the chance to win larger tangible prizes. This reinforces that many students, particularly adolescents, are still influenced by external incentives. Yet, the strongest and most consistent theme across responses remained their desire to understand themselves. 

This insight has important implications for educators:

Motivation is not one-size-fits-all.
Students benefit from environments that offer both engaging entry points and meaningful, personalized learning experiences.

Teachers Saw More Than Data—They Saw Their Students

While student engagement and self-awareness were key outcomes, the teacher perspective revealed something equally powerful. Teachers were not simply receiving data. They were gaining insight. Across interviews, teachers consistently emphasized how the learning plans and class profiles helped them understand students more holistically.

One teacher described the experience as:

“Like a trading card… it gives you a snapshot of who they are.”

Another shared:

“In just a minute, I could get a holistic picture of the child.”

This idea of a “snapshot” is significant. Traditionally, it can take six to eight weeks for teachers to build a deep understanding of their students through observation, interaction, and informal assessments. This tool condensed that process into something immediate and actionable. But beyond efficiency, the real value was relational.

Teachers noted that the information provided:

• Meaningful conversation starters
• Insight into student interests and preferences
• Opportunities to connect instruction to student identity

Research has long shown that strong teacher-student relationships are one of the most significant predictors of student success, particularly for students from marginalized backgrounds or those with learning challenges (Leverett et al., 2022). When students feel seen and understood, they are more likely to engage, take risks, and persist through challenges.

One teacher highlighted this beautifully:

“If a teacher says, ‘I hear you like badminton,’ that builds rapport.”

It’s a simple example, but a powerful one.

Connection does not always come from large interventions. Sometimes, it begins with knowing something meaningful about a student.

Student Voice, Choice, and Agency

Another important theme that emerged was the role of student voice and choice. Students were not passive participants in the assessment. They were active contributors, selecting strategies, reflecting on their learning, and identifying what supports they believed would help them succeed.

Teachers recognized the importance of this shift.

“They’re the ones saying, ‘I would like a five-minute break.’ It gives them a voice.”

“If students know teachers are listening to how they learn, they’ll be more invested.”

This aligns with research on autonomy, one of the core components of motivation in Self-Determination Theory (Ryan & Deci, 2020). When students feel they have input and control over their learning, they are more likely to engage and take ownership.

It also supports the development of self-advocacy, a critical skill for long-term success, especially for students with learning challenges. Rather than relying solely on teachers to identify supports, students begin to understand and communicate their own needs.

From Insight to Action: Supporting Instruction

Teachers also emphasized the practical value of the learning strategies provided. The strategies were not only individualized but also applicable to the whole class, aligning with UDL principles. This meant that teachers could:

• Use strategies to support individual students
• Apply strategies broadly to benefit all learners
• Expand their own instructional practices

As one teacher noted:

“It gave me more ideas… I’m still learning too.”

However, an important insight emerged: teachers wanted support with implementation. Knowing what strategies to use is one step. Knowing how to implement them effectively is another.

This highlights an important direction for future development: not just providing strategies, but also offering clear, actionable guidance for teachers.

A Powerful Outcome: Saving Time Without Losing Depth

One of the most consistent themes across teacher feedback was time.

Teachers described the assessment as:

• A faster way to get to know students
• A way to reduce guesswork
• A tool to support earlier intervention

One teacher explained:

“Normally it takes six to eight weeks… this gives you that insight right away.”

Another added:

“You can get a head start before the year even begins.”

In today’s classrooms, where teachers are balancing increasing demands, diverse learner needs, and limited time, this benefit cannot be overstated. But what makes this particularly meaningful is that the time saved does not come at the expense of depth. In fact, the opposite is true.

Teachers are gaining deeper, more meaningful insights in less time. This creates space for what matters most: building relationships, supporting learning, and responding to student needs.

Looking Ahead: Refining and Reimagining Assessment

As with any first testing cycle, there were areas identified for improvement.

Some were technical:

• Video loading issues
• Clarity of navigation

Others were more instructional:

• Adjusting question difficulty to better support confidence
• Improving accessibility features such as audio support
• Enhancing the clarity and usability of the learning plan

These refinements were made in subsequent testing cycles, part of an ongoing design-based research process in which feedback was continuously used to improve both the tool and the experience. But even in those early stages, the findings pointed to something significant.

A Shift in How We Understand Learners

This research was not just about a tool. It represents a shift in thinking.

From assessing students to measure performance, to assessing students to understand learners.

From teachers working to figure out students over time, to students and teachers co-constructing understanding together.

From focusing on deficits; to recognizing strengths, needs, and potential.

At its core, this work reinforces a simple but powerful idea:

When students understand how they learn, and teachers understand who their students are, learning becomes more meaningful, more engaging, and more effective.

And perhaps most importantly:

Every student has something to say about how they learn—if we give them the opportunity to share it.

Click HERE to read the full dissertation study: A Student-Directed Holistic Assessment Approach to Help Teachers Support the Diverse Needs of Students and Develop Self-Regulated Learners in Inclusive Educational Settings 

References:

Leverett, P., D’Costa, S. & Baxa, M. The Impact of Student–Teacher Relationships on Black Middle School Boys (2022). School Mental Health 14, 254–265.

Montgomery, D. (2026). A student-directed holistic assessment approach to help teachers support the diverse needs of students and develop self-regulated learners in inclusive educational settings [Doctoral thesis]. University of Prince Edward Island. https://islandscholar.ca/sites/default/files/2026-05/montgomerydianne_dissertation_2026_redacted.pdf 

Ryan, R.M. & Deci, E.L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology. 61(2020).