On the impact of formative assessment on student motivation, achievement, and conceptual change

Applied Measurement in Education

Volumn 21, Issue 4, 2008, Pages 335-359

  Yin, Yue ^a,b   Shavelson, Richard J ^c   Ayala, Carlos C ^d   Ruiz Primo, Maria Araceli ^e   Brandon, Paul R ^b   Furtak, Erin Marie ^f   Tomita, Miki K ^b,c   Young, Donald B ^b  

^a UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

^b UNIVERSITY OF HAWAII   (United States)

^c STANFORD UNIVERSITY   (United States)

^d SONOMA STATE UNIVERSITY   (United States)

^e UNIVERSITY OF COLORADO   (United States)

^f MAX PLANCK INSTITUTE FOR HUMAN DEVELOPMENT   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 52949126379     PISSN: 08957347     EISSN: None     Source Type: Journal    
DOI: 10.1080/08957340802347845     Document Type: Article

References (45)

1. Abimbola, I. O. (1988). The problem of terminology in the study of student conceptions in science. Science Education, 72(2), 175-184.
2. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
3. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
4. Bandura, A., & Cervone, D. (1983). Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems. Journal of Personality and Social Psychology, 45(5), 1017-1028.
5. Bell, B., & Cowie, B. (2001). Formative assessment and science education. Dordrecht, The Netherlands: Kluwer Academic Publishers.
6. Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2002). Testing, motivation and learning. Cambridge: University of Cambridge, Faculty of Education: The Assessment Reform Group.
7. Black, P., & Wiliam, D. (1998a). Assessment and classroom learning. Assessment in Education, 5, 7-68.
8. Black, P., & Wiliam, D. (1998b). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
9. Blumenfeld, P. C. (1992). Classroom learning and motivation: Clarifying and expanding goal theory. Journal of Educational Psychology, 84(3), 272-281.
10. Butler, R. (1987). Task-involving and ego-involving properties of evaluation. Journal of Educational Psychology, 79, 474-482.
11. Butler, R., & Neuman, O. (1995). Effects of task and ego achievement goals on help-seeking behaviors and attitudes. Journal of Educational Psychology, 87, 261-271.
12. Carey, S. (1984). Conceptual change in childhood. Cambridge, MA: MIT Press.
13. Chi, M. T. H. (1992). Conceptual change within and across ontological categories: Examples from learning and discovery in science. In R. Giere (Ed.), Cognitive models of science: Minnesota studies in the philosophy of science (pp. 129-160). Minneapolis: University of Minnesota Press.
14. Chi, M. T. H., Slotta, J. D., & deLeeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43.
15. Chinn, C. A., & Malhotra, B. A. (2002). Children's responses to Anomalous Scientific Data: How is conceptual, change impeded? Journal of Educational Psychology, 94(2), 327-343.
16. Crocker, L., & Algina, J. (1986). Introduction to classical and modern, test theory. Harcourt Brace, PA: Jovanovich College Publishers.
17. Demastes, S. S., Good, R. G., & Peebles, P. (1996). Patterns of conceptual change in evolution. Journal of Research in Science Teaching, 33, 407-431.
18. Dweck, C. S. (1999). Self-theories: Their role in motivation, personality and development. Philadelphia: The Psychology Press.
19. Dweck, C. S., & Leggett, E. L. (1988). A Social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
20. Geisler-Brenstein, E., & Schineck, R. R. (1996). The revised inventory of learning processes: A multifaceted perspective on individual differences in learning. In M. Birenbaum & F. J. R. C. Dochy (Eds.), Alternatives in assessment of achievements, learning processes and prior knowledge (pp. 284-317). Boston, MA: Kluwer Academic Publishers.
21. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
22. Hewson, M. G. (1986). The acquisition of scientific knowledge: Analysis and representation of student conceptions concerning density. Science Education, 70(2), 159-170.
23. Hewson, P. W., & Hewson, M. G. (1984). The role of conceptual conflict in conceptual change and the design of science instruction. Instructional Science, 13(1), 1-13.
24. Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60, 549-571.
25. Kohn, A. S. (1993). Preschoolers' reasoning about density: Will it float? Child Development, 64, 1637-1650.
26. Lau, S., & Roeser, R. W. (2002). Cognitive abilities and motivational processes in high school students' situational engagement and achievement in science. Educational Assessment, 8(2), 139-162.
27. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
28. NRC. (2001). Knowing what students know. Washington, DC: National Academies Press, National Research Council.
29. Pintrich, P. R. (1999). Motivational beliefs as resources for and constraints on conceptual change. In W. Schnotz, S. Vosniadou & M. Carretero (Eds.), New perspectives in conceptual change research (pp. 33-50). Oxford, England: Pergamon Press.
30. Pintrich, P. R., Marx, R., & Boyle, R. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-199.
31. Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. F. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227.
32. Pottenger, F. M. I., & Young, D. B. (1992). The local environment: FAST 1, foundational approaches in science teaching. Honolulu: University of Hawaii Curriculum Research & Development group.
33. Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28(1), 4-13.
34. Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Newbury Park, CA: Sage.
35. Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144.
36. Schnotz, W., Vosniadou, S., & Carretero, M. (Eds.). (1999). New perspectives in conceptual change research. Oxford, England: Pergamon Press.
37. Schunk, D. H., & Swartz, C. W. (1993). Goals and progress feedback: Effects on self-efficacy and writing achievement. Contemporary Educational Psychology, 18, 337-354.
38. Shiefele, U., Krapp, A., & Winteler, A. (1992). Interest as a predictor of academic achievement: A meta-analysis of research. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 183-211). Hillsdale, NJ: Erlbauin.
39. Siero, F., & Van Oudenhoven, J. P. (1995). The effects of contingent feedback on perceived control and performance. European Journal of Psychology of Education, 10, 13-24.
40. Smith, C., Snir, J., & Grosslight, L. (1992). Using conceptual models to facilitate conceptual change: The case of weight-density differentiation. Cognition and Instruction, 9(3), 221-283.
41. Vispoel, W. P., & Austin, J. R. (1995). Success and failure in junior high school: A critical incident approach to understanding students' attributional. beliefs. American Educational Research Journal, 32(2), 377-412.
42. Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535-585.
43. Wiliam, D., Lee, C., Harrison, C., & Black, P. J. (2004). Teachers developing assessment for learning: Impact on student achievement. Assessment in Education: Principles, Policy and Practice, 77(1), 49-65.
44. Yin, Y. (2005). The influence of formative assessments on student motivation, achievement, and conceptual change. Unpublished doctoral dissertation, Stanford University, Stanford, CA.
45. Yin, Y., Tomita, K. M., & Shavelson, R. J. (2008). Diagnosing and dealing with student misconceptions about "Sinking and Floating." Science Scope, 31(8), 34-39.