A Systematic Review of the Impact of Summative Assessment and Tests on Students’ Motivation for Learning

By W. Harlen, R. Deakin Crick, P. Broadfoot, R. Daugherty, J. Gardner, M. James, G. Stobart. 2002

160 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a604bf1621ea4245336418177471fbe7066cee75

How researchers see this paper

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

1. Dylan Wiliam *
2. Paul Black
3. C. Andersson
4. Heidi L. Andrade
5. Torulf Palm
6. G. Stanley
7. R. Morris
8. Ernesto Panadero

Citations in the corpus

• Standardized Testing and School Accountability (2010, background): “Harlen and Deakin-Crick (2002) undertook a systematic review of the impact of tests and other standardized forms of assessment on students’ motivation for learning.”
• What Is Assessment for Learning (2011, methodology): “A review by Hattie and Timperley (2007) summarizes an extensive program of work conducted by Hattie and his colleagues on systematic reviews of influences on student achievement. An earlier paper (Hattie, 1999) described the construction of a database of 500 meta-analyses, reporting 450,000 effect s”