Testing and Motivation for Learning

By W. Harlen, R. Deakin Crick. 2003

483 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/2d2fab645e9fd4a75b617547a7a0d59a65e2d9f1

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006, background): “Research in school settings has shown that frequent high stakes assessment (where marks or grades are given) has a ‘negative impact on motivat ion for learning that militates against preparation for lifelong learning’ ( Harlen & Crick, 2003 ).”
Skill and will: test‐taking motivation and assessment quality (2010, background): “Studies have demonstrated that a well‐motivated student performs better in achievement situations, has higher educational aspirations, expends more effort in learning new tasks, uses more efficient self‐regulating strategies, and persists longer at difficult tasks compared to a poorly motivated stud”
Gamification and student motivation (2016, background): “The advent of the millennial generation, who have radically different learning styles and requirements from previous generations, has presented further challenges (Elam, Stratton, & Gibson, 2007; Howe & Strauss, 2003).”
Principles for literacy assessment (2005, background): “For example, high-stakes accountability testing has consistently been demonstrated to undermine teaching and learning (Allington & McGill-Franzen, 1995; Morrison & Joan, 2002; Rex & Nelson, 2004; Smith, 1991; Smith & Rottenberg, 1991) particularly for lower achieving students (Harlen & Crick, 2003).”
The Dynamics of Motivation and Effort for Classroom Assessments in Middle School Science and Social Studies (2006, background): “176 BROOKHART, WALSH, ZIENTARSKI These results are consistent with findings about the importance of providing assessments that represent a moderate level of challenge for students (Harlen & Crick, 2003; Schunk, 1994).”
A Motivational View of Constructivist‐informed Teaching (2005, background): “Harlen and Crick (2003) reported that testing may have a negative effect on student motivation, especially for weaker students who may “become overwhelmed by assessments and demotivated by constant evidence of their low achievement” (p.”
Assessment of learning, for learning, and as learning: New Zealand case studies (2009, background): “This student’s inability to explain results in an unfamiliar science context supports the argument that students need a strong theoretical or conceptual background in the science context of the investigation in order to use scientific theory to make sense of their findings (Harlen 1998 ; Luft 1999”
Formative and shared assessment in higher education. Lessons learned and challenges for the future (2017, background): “Harlen and Crick (2003) have shown that some assessments that focus on grades can lower the motivation to learn.”