There’s More Beneath the Surface Than You Think

The second testing cycle of this research included a larger and more diverse group of students and teachers across different regions and learning environments. The goal was simple but powerful:

• Can a student-focused assessment improve motivation?
• Can it help teachers better support their students?

But underneath those questions was something even more important: What happens when students feel seen?

Engagement First: Why Students Actually Enjoyed the Process

One of the most encouraging findings was how much students genuinely enjoyed the experience. The assessment wasn’t just a traditional survey or test; it included interactive, game-like elements. Students solved puzzles, completed quests, and earned rewards along the way. And they loved it.

A large majority of students said they enjoyed the experience, especially the interactive components and rewards. But what’s even more interesting was this: over half said they would still enjoy it even without the rewards.

That tells us something important.

Yes, rewards can help get students started, but real engagement comes from feeling interested, involved, and connected to what they’re doing. For parents, this might look like noticing when your child gets lost in something they enjoy; not because they’re being rewarded, but because it matters to them. For educators, it’s a reminder that meaningful learning experiences go much deeper than incentives.

Feeling Cared For vs. Feeling Understood

Before students completed the assessment, many already felt that their teachers cared about them. That’s a good thing. But there was a gap.

Fewer students felt they could truly trust their teachers, and even fewer felt that their personal interests were reflected in what they were learning.  That difference matters.

Because there’s a big distinction between:

• “My teacher cares about me”
  and
• “My teacher understands me”

After completing the assessment, something shifted. More students felt that their teachers could understand them better. More believed their interests could actually be included in their learning. The numbers increased noticeably, especially in how students viewed their relationship with their teacher.

And that’s where things start to change. When students feel understood, they’re more likely to participate, take risks, and stay engaged, even when learning gets difficult.

Leveling the Playing Field

One of the most powerful outcomes of the study was what happened between two groups of students:

• Those with learning challenges
• Those without learning challenges

At the beginning, there were differences in how motivated these groups felt. That’s not surprising. Students who struggle often lose confidence over time. They may feel less capable, less connected, and less in control of their learning.

But after completing the assessment, those differences disappeared. There was no longer a meaningful gap between the two groups in how they experienced key aspects of motivation.

That’s huge. It suggests that when students better understand themselves and when teachers have the right tools to support them, we can actually reduce long-standing gaps in motivation. Not by changing the student, but by changing the experience.

Why Student Voice Matters More Than We Think

A big part of this shift came from one simple change: students were given a voice. Instead of being told how they learn, they were asked.

They reflected on:

• What helps them focus
• What makes learning easier (or harder)
• What they enjoy
• What they find challenging

This might sound simple, but it’s incredibly powerful. When students are part of the process, they stop being passive participants in school. They become active learners. For parents, this can be as simple as asking, “What helped you learn today?” instead of “What did you learn?”  For educators, it’s about creating space for student input, not just at the end of learning, but throughout it.

Helping Students Feel Capable Again

Another key piece of the puzzle is confidence. Many students, especially those with learning challenges, start to believe they’re “just not good at school.” That belief can be hard to undo.

What this assessment did differently was focus on strengths first. Students didn’t just see where they struggled; they saw what they were good at and how they could use those strengths to succeed. That shift matters. Because when students believe they can succeed, they’re far more likely to try. And trying is where growth begins.

What Teachers Noticed Right Away

Teachers in the study quickly saw the value of having deeper insight into their students. One teacher put it simply: if you don’t really know your students, it’s hard to teach them effectively.

With the information from the assessment, teachers could:

• Understand what motivates each student
• Adjust how they present material
• Connect learning to student interests

For example, one teacher described how they adapted lessons based on student preferences, allowing a student who loved art to express ideas visually instead of through writing, and incorporating technology for another student who was more engaged that way.

These aren’t major overhauls. They’re small, thoughtful adjustments but they make a big difference.

Saving Time While Supporting More Students

Another theme that came up repeatedly from teachers was time. Getting to know students deeply takes time, something educators often don’t have, especially with large class sizes.

But having clear, organized insights into each student made that process faster and more effective. Instead of guessing, teachers had a starting point. Instead of reacting, they could plan ahead. For parents, this is an important reminder: when teachers have the right tools, they can support your child more effectively even in busy classrooms.

What This Means for Classrooms and Homes

At its core, this research isn’t about a specific tool or strategy. It’s about a shift in how we think about learning.

Instead of asking:“What’s wrong with this student?”

We begin asking: “How does this student learn best?”

That one change can transform everything. For educators, it means designing learning with students in mind, not just the curriculum. For parents, it means helping children understand themselves, not just their grades.

The Big Takeaway

When students feel understood, they become more motivated. When they feel capable, they try.
When they have a voice, they engage. And when all of those things come together, learning starts to make sense again.

Dr. Montgomery’s research reminds us that the key to unlocking student success isn’t more pressure or more content. It’s understanding. And once we have that, everything else becomes possible.

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:

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