Abstract
The purpose of this chapter is to examine the ways in which assessment-related instructional practices empirically and theoretically link to student motivation and engagement. We discuss these links in three sections. First, we briefly look at the history of standardized testing in America’s schools, drawing connections between the use of testing in practice and student motivation. Next, we look at research on classroom-based assessment practices to discuss how they connect to student motivation. We organize our discussion according to summative and formative distinctions, concluding that summative testing systems tend to connect with traditional motivation processes such as goals and efficacy-related beliefs, whereas formative systems tend to connect with engagement-related processes such as self-regulated learning and self-determination. In the last section, we extrapolate from lessons learned in previous sections to hypothesize on the ways in which high-stakes testing practices may undermine student motivation and engagement.
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Notes
- 1.
Studies of classroom goal structures have been heavily critiqued on methodological and theoretical grounds. For example, Miller and Murdock (2007) cautioned that aggregating students’ perceptions undermined the validity of any classroom-based measure. Similarly, they argued that personal goals and classroom goal structures should not be viewed as orthogonal contributors to individual student effort. Using linear modeling techniques, they argued that when entered at level 2 instead of level 1, the effects of the classroom mastery goal structure are much smaller, suggesting that these are mediated by their effects on students’ personal goals. Loosely translated, this suggests that a mastery goal orientation may be a product of both personality and classroom structures (Murdock & Miller, 2009).
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Nichols, S.L., Dawson, H.S. (2012). Assessment as a Context for Student Engagement. In: Christenson, S., Reschly, A., Wylie, C. (eds) Handbook of Research on Student Engagement. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_22
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DOI: https://doi.org/10.1007/978-1-4614-2018-7_22
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