Brett:  What has been the experience of using this as a pre- and post survey? Has it been use enough in this mode to gain an appreciation for what size variations one might find as significant?

The MUSIC Inventory measures students' perceptions of a class or activity (perceptions of eMpowerment, Usefulness, Success, Interest, and Caring). These five perceptions provide a multidimensional approach to motivation and are consistent with current motivation theories. Higher perceptions of these MUSIC components are indicators that students were, or are, motivated to engage in the class or activity. Here are some questions we've been considering, what do you think?

• How can teachers at different levels (elementary, middle, high, higher ed) most efficiently use the MUSIC Inventory in their instructional practice? 
• How often would you expect students' perceptions of the five MUSIC components to change over time? Every lesson? Every week? Every month? Why?
• Is it reasonable for teachers to assess students’ MUSIC perceptions every few weeks to document changes in their students’ perceptions?
• Is it practical for teachers to give students the MUSIC Inventory on paper and be expected to score and interpret the results? 
• If we were to create an online version of the MUSIC Inventory, teachers could utilize the online system to calculate scale scores automatically, which could save time and resources. However, is it practical for teachers to give students a link to take the MUSIC Inventory online? Though college students have fairly easy access to the Internet, do K-12 students have sufficient access and resources to take surveys online? 
• Once teachers know their scores on the MUSIC Inventory, would they be able to select and implement strategies to strengthen their weaknesses? Is having resources such as this article or this book enough?
• How could teachers help one another select and implement effective motivation strategies based on what they learn about their students through the MUSIC Inventory?
• How can the MUSIC Inventory be included in professional development sessions for teachers?

Thanks for doing the necessary formal validation work on your MUSIC inventory.  Some of my colleagues complain that the pre- v post comparison survey that we do has "too many questions" for students.  My response is the necessity for internal validation, such as you've analysed for MUSIC.  I intend to look at your instrument to compare to one that we've been using derived from another source.  BTW, we administer our survey tool to students electronically on tablets using a Qualtrics based system.  Instead of seeing a long sheet of questions for which there might be a temptation to "just mark them all the same," students see only one question at a time.  We think it keeps them from being intimidated by a large number of questions, and, really, it doesn't take them that long to go through the whole battery of questions.  The Qualtrics tablet survey can run independently of the internet (sometimes necessary when the school system has certain sites blocked).  When we get the tablets back "out" to where we have internet, the results are uploaded to Qualtrics and we also save the labor (and prevent errors) involved in transcribing paper surveys.   Our project uses this tool to evaluate impact of a field trip visit to a public aquarium.  Our showcase video focuses on the teacher PD and field trip and doesn't mention the research tools we use, but I think it is very similar to MUSIC.  

Thank you Dr. Jones for the succinct introduction to the MUSIC model. I'm eager to apply the inventory to pinpoint the problems in my students' motivation and adopt relevant strategies to help them stay motivated.

Thanks for the presentation, and for making your materials freely available. As a K-12 classroom teacher, I'm wondering what this would look like for me: Say I give the survey, compile the results, and then perhaps notice that some scores are lower than others. After that, are there set next steps I take? Or is this more of a tool to create dialogue in schools and departments?

I had not heard of the MUSIC construct before but I found this very interesting. One factor I don't see in the construct is something related to norms. I wonder whether students' feeling about how their peers experience a classroom positively or negatively might impact how they themselves think about their experience. But I would love to hear your team's thoughts on the use of norms in this context!

Brett: you need to go to Iceland to do further validity work! Nice video and research. I like your comment about including open ended questions to seek further information from respondents.

 Thank you. This is fascinating. I believe it has many possibilities.

Thanks for sharing your work! 

In looking at the measures on the scale, I wonder whether there are opportunities for an equity lens to ensure that ideas such as cultural relevancy are captured and whether there rubric indicators on would capture cultural differences in demonstrating engagement. Do you have any insight in this regard?

Thank you for sharing. I can see us adapting this to use as a post-survey for our faculty workshops on https://passiondrivenstatistics.com and with our students after boot camp or full semester courses.

 Thank you for sharing your project! Is it possible to get a copy of the survey?

Excellent! Will do.

Thanks,

This was a helpful video, and I appreciate the relational aspect of the motivation measure. I would also be interested in the engagement scales, so thanks for providing the email address. Has any of these measures been used with Indigenous or Native American students? Thank you, Zoe

Thanks for your comment. To my knowledge, the MUSIC Inventory has not been used specifically with Indigenous or Native American students. Let me know if you want to try it and have access to these students! :) brettdjones@gmail.com

Great video! I actually use the MUSIC Inventory in my current project to assess students' motivation before and after engaging in project-based inquiry. I have found the survey to be particularly useful in having students consider specific aspects of their motivation to learn, and I recommend its usage to anyone looking to more deeply understand motivation. It is very straightforward to use, and the user guide makes it very simple to interpret the results. Thank you for sharing the video; I hope others find this tool as helpful as I have! 

Thanks for the video and information. I like Hiller's suggestion about assessing motivation before and after active learning projects. I had not heard of MUSIC before and will definitely check out the survey and other information.