메뉴 건너뛰기




Volumn , Issue , 2012, Pages 171-184

The role of assessment in developing motivation for learning

(1)  Harlen, Wynne a  

a NONE

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84950301227     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4135/9781446250808.n11     Document Type: Chapter
Times cited : (18)

References (38)
  • 1
    • 21644468689 scopus 로고
    • Classrooms: Goals, structures and student motivation
    • Ames, C. (1992) ‘Classrooms: goals, structures and student motivation’, Journal of Educational Psychology, 84: 261-71.
    • (1992) Journal of Educational Psychology , vol.84 , pp. 261-271
    • Ames, C.1
  • 2
    • 44349172578 scopus 로고
    • Achievement goals in the classroom: Students’ learning strategies and motivation processes
    • Ames, C. and Archer, J. (1988) ‘Achievement goals in the classroom: students’ learning strategies and motivation processes’, Journal of Educational Psychology, 80: 260-67.
    • (1988) Journal of Educational Psychology , vol.80 , pp. 260-267
    • Ames, C.1    Archer, J.2
  • 4
    • 17044387292 scopus 로고    scopus 로고
    • University of Cambridge Faculty of Education: Assessment Reform Group
    • ARG (Assessment Reform Group) (2002) Testing, Motivation and Learning. University of Cambridge Faculty of Education: Assessment Reform Group.
    • (2002) Testing, Motivation and Learning
  • 5
    • 77953000151 scopus 로고    scopus 로고
    • The assessment of intrinsic and extrinsic motivation and amotivation: Validity and reliability of the Greek version of the Academic Motivation Scale
    • Barkoukis, V., Tsorbatzoudis, H., Grouios, G. and Sideridis, G. (2008) ‘The assessment of intrinsic and extrinsic motivation and amotivation: validity and reliability of the Greek version of the Academic Motivation Scale’, Assessment in Education, 15(1): 39-56.
    • (2008) Assessment in Education , vol.15 , Issue.1 , pp. 39-56
    • Barkoukis, V.1    Tsorbatzoudis, H.2    Grouios, G.3    Sideridis, G.4
  • 6
    • 84899121414 scopus 로고    scopus 로고
    • Motivational orientations, self-efficacy, anxiety and strategy use in learning high school mathematics in Morocco
    • Benmansour, N. (1999) ‘Motivational orientations, self-efficacy, anxiety and strategy use in learning high school mathematics in Morocco’, Mediterranean Journal of Educational Studies, 4: 1-15.
    • (1999) Mediterranean Journal of Educational Studies , vol.4 , pp. 1-15
    • Benmansour, N.1
  • 9
    • 0347655228 scopus 로고    scopus 로고
    • Testing a theory about the role of classroom assessment in student motivation and achievement
    • Brookhart, S. and DeVoge, J. (1999) ‘Testing a theory about the role of classroom assessment in student motivation and achievement’, Applied Measurement in Education, 12: 409-25.
    • (1999) Applied Measurement in Education , vol.12 , pp. 409-425
    • Brookhart, S.1    DeVoge, J.2
  • 10
    • 85066227830 scopus 로고    scopus 로고
    • Students’ conceptions of assessment: Links to outcomes
    • Brown, G.T.L. and Hirschfeld, G.H.F. (2008) ‘Students’ conceptions of assessment: links to outcomes’, Assessment in Education, 15(1): 3-19.
    • (2008) Assessment in Education , vol.15 , Issue.1 , pp. 3-19
    • Brown, G.T.L.1    Hirschfeld, G.H.F.2
  • 11
    • 0040144890 scopus 로고
    • Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving evaluation on interest and performance
    • Butler, R. (1988) ‘Enhancing and undermining intrinsic motivation: the effects of task-involving and ego-involving evaluation on interest and performance’, British Journal of Educational Psychology, 58: 1-14.
    • (1988) British Journal of Educational Psychology , vol.58 , pp. 1-14
    • Butler, R.1
  • 12
    • 84965599903 scopus 로고
    • The impact of classroom evaluation practices on students
    • Crooks, T. (1988) ‘The impact of classroom evaluation practices on students’, Review of Educational Research, 58: 438-81.
    • (1988) Review of Educational Research , vol.58 , pp. 438-481
    • Crooks, T.1
  • 14
    • 0034549672 scopus 로고    scopus 로고
    • The "what" and "why" of goal pursuits: Human needs and the self-determination of behaviour
    • Deci, E.L. and Ryan, R.M. (2000) ‘The "what" and "why" of goal pursuits: human needs and the self-determination of behaviour’, Psychological Inquiry, 11(4): 227-68.
    • (2000) Psychological Inquiry , vol.11 , Issue.4 , pp. 227-268
    • Deci, E.L.1    Ryan, R.M.2
  • 15
    • 0033220501 scopus 로고    scopus 로고
    • A meta-analysis review of experiments examining the effects of extrinsic rewards on intrinsic motivation
    • Deci, E.L., Koestner, R. and Ryan, R.M. (1999) ‘A meta-analysis review of experiments examining the effects of extrinsic rewards on intrinsic motivation’, Psychological Bulletin, 125: 627-88.
    • (1999) Psychological Bulletin , vol.125 , pp. 627-688
    • Deci, E.L.1    Koestner, R.2    Ryan, R.M.3
  • 18
    • 0007214786 scopus 로고    scopus 로고
    • High stakes testing: Worth the price?
    • Gordon, S. and Reese, M. (1997) ‘High stakes testing: worth the price?', Journal of School Leadership, 7: 345-68.
    • (1997) Journal of School Leadership , vol.7 , pp. 345-368
    • Gordon, S.1    Reese, M.2
  • 19
    • 0036521965 scopus 로고    scopus 로고
    • Level descriptions and teacher assessment in England: Towards a community of assessment practice
    • Hall, C. and Harding, A. (2002) ‘Level descriptions and teacher assessment in England: towards a community of assessment practice’, Educational Research, 44: 1-15.
    • (2002) Educational Research , vol.44 , pp. 1-15
    • Hall, C.1    Harding, A.2
  • 20
    • 1942431038 scopus 로고    scopus 로고
    • ‘A systematic review of the impact of summative assessment and tests on students’ motivation for learning (EPPI-Centre Review)'
    • London: EPPI-Centre, Social Science Research Unit, Institute of Education
    • Harlen, W. and Deakin Crick, R. (2002) ‘A systematic review of the impact of summative assessment and tests on students’ motivation for learning (EPPI-Centre Review)', in Research Evidence in Education Library. Issue 1. London: EPPI-Centre, Social Science Research Unit, Institute of Education. Available at: http://eppi.ioe.ac.uk/EPPIWebContent/reel/review-groups/assessment/ass_rv1/ass_rv1.pdf
    • (2002) Research Evidence in Education Library. Issue 1
    • Harlen, W.1    Deakin Crick, R.2
  • 21
    • 85066226275 scopus 로고    scopus 로고
    • Testing and motivation for learning
    • Harlen, W. and Deakin Crick, R. (2003) ‘Testing and motivation for learning’, Assessment in Education, 10(2): 169-208.
    • (2003) Assessment in Education , vol.10 , Issue.2 , pp. 169-208
    • Harlen, W.1    Deakin Crick, R.2
  • 22
    • 0000535454 scopus 로고    scopus 로고
    • Assessment and learning: Differences and relationships between formative and summative assessment
    • Harlen, W. and James, M. (1997) ‘Assessment and learning: differences and relationships between formative and summative assessment’, Assessment in Education, 4(3): 365-80.
    • (1997) Assessment in Education , vol.4 , Issue.3 , pp. 365-380
    • Harlen, W.1    James, M.2
  • 23
    • 0002901343 scopus 로고    scopus 로고
    • An interest researcher’s perspective: The effects of extrinsic and intrinsic factors on motivation
    • C. Sansone and J.M. Harackiewicz, New York: Academic Press
    • Hidi, S. (2000) ‘An interest researcher’s perspective: the effects of extrinsic and intrinsic factors on motivation’, in C. Sansone and J.M. Harackiewicz (eds), Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance. New York: Academic Press.
    • (2000) Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance
    • Hidi, S.1
  • 24
    • 0034196286 scopus 로고    scopus 로고
    • Motivating the academically unmotivated: A critical issue for the 21st century
    • Hidi, S. and Harackiewicz, J.M. (2000) ‘Motivating the academically unmotivated: a critical issue for the 21st century’, Review of Educational Research, 70(2): 151-79.
    • (2000) Review of Educational Research , vol.70 , Issue.2 , pp. 151-179
    • Hidi, S.1    Harackiewicz, J.M.2
  • 26
    • 0001529261 scopus 로고
    • Work motivation: Theory and practice
    • Katzell, R.A. and Thompson, D.E. (1990) ‘Work motivation: theory and practice’, American Psychologist, 45: 144-53.
    • (1990) American Psychologist , vol.45 , pp. 144-153
    • Katzell, R.A.1    Thompson, D.E.2
  • 29
    • 0032329474 scopus 로고    scopus 로고
    • Formalist thinking and language arts instructions: Teachers and students’ beliefs about truth and caring in the teaching conversation
    • Pajares, M.F. and Graham, L. (1998) ‘Formalist thinking and language arts instructions: teachers and students’ beliefs about truth and caring in the teaching conversation’, Teaching and Teacher Education, 14(8): 855-70.
    • (1998) Teaching and Teacher Education , vol.14 , Issue.8 , pp. 855-870
    • Pajares, M.F.1    Graham, L.2
  • 30
    • 84973812541 scopus 로고
    • A developmental perspective on standardised achievement testing
    • Paris, S., Lawton, T., Turner, J. and Roth, J. (1991) ‘A developmental perspective on standardised achievement testing’, Educational Researcher, 20: 12-20.
    • (1991) Educational Researcher , vol.20 , pp. 12-20
    • Paris, S.1    Lawton, T.2    Turner, J.3    Roth, J.4
  • 31
    • 0032282737 scopus 로고    scopus 로고
    • Young children’s self-regulated learning and contexts that support it
    • Perry, N. (1998) ‘Young children’s self-regulated learning and contexts that support it’, Journal of Educational Psychology, 90: 715-29.
    • (1998) Journal of Educational Psychology , vol.90 , pp. 715-729
    • Perry, N.1
  • 33
    • 0033238918 scopus 로고    scopus 로고
    • '"I’ll be a nothing": Structure, agency and the construction of identity through assessment’
    • Reay, D. and Wiliam, D. (1999) '"I’ll be a nothing": structure, agency and the construction of identity through assessment’, British Educational Research Journal, 25: 343-54.
    • (1999) British Educational Research Journal , vol.25 , pp. 343-354
    • Reay, D.1    Wiliam, D.2
  • 34
    • 0035602804 scopus 로고    scopus 로고
    • The grasshopper and the ant: Motivational responses of low achieving pupils to high stakes testing
    • Roderick, M. and Engel, M. (2001) ‘The grasshopper and the ant: motivational responses of low achieving pupils to high stakes testing’, Educational Evaluation and Policy Analysis, 23: 197-228.
    • (2001) Educational Evaluation and Policy Analysis , vol.23 , pp. 197-228
    • Roderick, M.1    Engel, M.2
  • 35
    • 0030491788 scopus 로고    scopus 로고
    • Goal and self-evaluative influences during children’s cognitive skill learning
    • Schunk, D. (1996) ‘Goal and self-evaluative influences during children’s cognitive skill learning’, American Educational Research Journal, 33: 359-82.
    • (1996) American Educational Research Journal , vol.33 , pp. 359-382
    • Schunk, D.1
  • 36
    • 33644862215 scopus 로고    scopus 로고
    • '"They don’t give us our marks": The role of formative feedback in student progress’
    • Smith, E. and Gorard, S. (2005) '"They don’t give us our marks": the role of formative feedback in student progress’, Assessment in Education, 12(1): 21-38.
    • (2005) Assessment in Education , vol.12 , Issue.1 , pp. 21-38
    • Smith, E.1    Gorard, S.2
  • 38
    • 0018437959 scopus 로고
    • A theory of motivation for some classroom experiences
    • Weiner, B. (1979) ‘A theory of motivation for some classroom experiences’, Journal of Educational Psychology, 71: 3-25.
    • (1979) Journal of Educational Psychology , vol.71 , pp. 3-25
    • Weiner, B.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.