The Grasshopper and the Ant: Motivational Responses of Low-Achieving Students to High-Stakes Testing

By Melissa Roderick, Mimi Engel. 2001

221 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/3486c47226ffa332e672239385520fa206444a30

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Accountability, Incentives and Behavior: The Impact of High-Stakes Testing in the Chicago Public Schools (2005, background): “Math and reading achievement in the 23 An alternative explanation is that students in grades 4, 5 and 7 incorrectly believed that they were subject to the promotional requirements (see Roderick and Engel, 2001).”
Classroom goal structure, student motivation, and academic achievement. (2006, background): “Although public scrutiny of test scores may motivate teachers and students to work harder (Roderick & Engel 2001), research on classrooms goal structures suggests that a focus on testing and evaluation can lead to a performance orientation in classrooms and schools.”
The Impact of Accountability on Racial and Socioeconomic Equity: Considering Both School Resources and Achievement Outcomes (2004, background): “…of high-stakes testing and accountability policies showed the effects of policy on academic motivation and behaviors, including changes in students’ course taking (Shiller & Mueller, 2003), student motivation (Roderick & Engel, 2001), and teacher motivation (Kelley, Heneman, & Milanowski, 2000).”
A Systematic Review of the Impact of Summative Assessment and Tests on Students’ Motivation for Learning (2002, background): “However, under threat of serious consequences for not reaching a required level, eighthgraders were more likely to work harder than sixth-graders (Roderick and Engel, 2001).”
Testing and Motivation for Learning (2003, background): “But there is evidence that when low achievers have a high level of support (from school or home), which shows them how to improve, some do escape from this vicious circle (Roderick & Engel, 2001).”