Undermining quality teaching and learning

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Motivation and coping with the stress of assessment: Gender differences in outcomes for university students (2017, background): “Assessments in general are known to be perceived as controlled regulation and thereby lead to anxiety, and ill-being (Ryan & Weinstein, 2009) through their thwarting of basic psychological needs.”
Teacher Self-Efficacy, Professional Commitment, and High-Stakes Teacher Evaluation Policy in Louisiana (2017, background): “…Hoy & Burke-Spero, 2005), but the evidence here suggests something else: Without clear signs of change in support for their learning to match pressure to perform, many teachers seem to have developed a sense of hopelessness instead (S. Cohen, Rothbart, & Phillips, 1976; Ryan & Weinstein, 2009).”