Legislating competence: High-stakes testing policies and their relations with psychological theories and research

By Richard M. Ryan, Kirk Warren Brown. 2005

89 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e405ef47159cb4d90474d3dd350512bd5a25d79a

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Citations in the corpus

The Importance of Interest: The Role of Achievement Goals and Task Values in Promoting the Development of Interest (2010, background): “…as narrowing the curriculum in order to ''teach to the test'', and stressing the importance of performing well on ''high stakes'' tests – only serve to squeeze out portions of the educational experience that are meaningful and relevant to students' lives (Meier & Wood, 2004; Ryan & Brown, 2005).”
Motivation Interventions in Education (2016, background): “Certainly, helping students develop optimal motivation is an important goal in its own right; in fact, many argue that it is even more important than standardized metrics such as test scores (Eccles et al., 1983; Hidi & Harackiewicz, 2000; Nicholls, 1979; Ryan & Brown, 2005).”
Administrative pressures and teachers' interpersonal behaviour in the classroom (2009, background): “…with many positive consequences for students, such as more positive emotions, feeling less distracted and anxious in class, more prolonged effort, learning centered on comprehension, better grades and less likelihood of dropout (Reeve et al., 2004; Ryan and Brown, 2005; Ryan and Deci, 2000).”
Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction (2021, background): “For example, policies intended to increase teacher accountability can be highly controlling and prescriptive, and have unintended negative consequences of loss of autonomous motivation for teachers and students (e.g., Olsen & Sexton, 2009; Ryan & Brown, 2005).”
Teacher Practice and Students' Sense of Belonging (2010, background): “Ryan and Brown (2008) evaluated the motivational perspective reflected in the high stakes testing policies and, based on previous research, considered the likely impact on the motivation and achievement of students and teachers.”
Motivational teacher strategies: the role of beliefs and contextual factors (2015, unknown): “Factors from above, with which teachers in many countries are faced, include performance standards (Deci et al. 1982), high-stakes testing (Nolen 2011; Ryan and Brown 2005; Ryan and Weinstein 2009) or pressure from school administrations, colleagues and parents (Reeve 2009).”