The DOI matches its Crossref record; 10 of the 10 references it cites were found in a registry or an index.
Testing and Motivation for Learning
Abstract
This paper presents the procedures and findings of a systematic review of research on the impact of testing on students' motivation for learning. The review was undertaken to provide evidence in relation to claims that, on the one hand, testing raises standards and, on the other, that testing, particularly in high stakes contexts, has a negative impact on motivation for learning that militates against preparation for lifelong learning. Motivation is considered as a complex concept, closely aligned with 'the will to learn', and encompassing self-esteem, self-efficacy, effort, self-regulation, locus of control and goal orientation. The paper describes the systematic methodology of the review and sets out the evidence base for the findings, which serve to substantiate the concern about the impact of summative assessment on motivation for learning. Implications for policy and practice are drawn from the findings.
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Citations
Cites
The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior
Deci, E. L., & Ryan, R. M. (2000) · Psychological Inquiry · doi:10.1207/s15327965pli1104_01 · Cited by 34,210
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 2×
“‘The evidence is that with such practices the effect of feedback is to teach the weaker pupils that they lack ability, so that they are de-motivated and lose confidence in their own capacity to learn’ (Black & Wiliam, 1998, p. 18).”
BackgroundDeci, E. L., Koestner, R., & Ryan, R. M. (1999) · Psychological Bulletin · doi:10.1037/0033-2909.125.6.627 · Cited by 7,176
Classrooms: Goals, structures, and student motivation.
Ames, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.261 · Cited by 6,468
Self-Efficacy and Academic Motivation
Schunk, D. H. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653133 · Cited by 4,292
Motivating the Academically Unmotivated: A Critical Issue for the 21st Century
Hidi, S., & Harackiewicz, J. M. (2000) · Review of Educational Research · doi:10.3102/00346543070002151 · Cited by 1,689
The Impact of Classroom Evaluation Practices on Students
Crooks, T. J. (1988) · Review of Educational Research · doi:10.3102/00346543058004438 · Cited by 1,369
Autonomy in children's learning: An experimental and individual difference investigation.
Grolnick, W. S., & Ryan, R. M. (1987) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.52.5.890 · Cited by 1,176
BUTLER, R. (1988) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.1988.tb00874.x · Cited by 536
The Prevalence and Effects of Test Anxiety in School Children
McDonald, A. S. (2001) · Educational Psychology · doi:10.1080/01443410020019867 · Cited by 437
Cited by
Nicol, D. J., & Macfarlane‐Dick, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572090 · Cited by 5,846
Our future: a Lancet commission on adolescent health and wellbeing
Patton, G. C., Sawyer, S. M., Santelli, J. S., Ross, D. A., Afifi, R., Allen, N. B., Arora, M., Azzopardi, P., Baldwin, W., Bonell, C., et al. (2016) · The Lancet · doi:10.1016/s0140-6736(16)00579-1 · Cited by 3,785
Defining Twenty-First Century Skills
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012) · Assessment and Teaching of 21st Century Skills · doi:10.1007/978-94-007-2324-5_2 · Cited by 1,809
Formative assessment at the crossroads: Conformative, deformative and transformative assessment
Torrance, H. (2012) · Oxford Review of Education · doi:10.1080/03054985.2012.689693 · Cited by 217
A review of the benefits and drawbacks of high-stakes final examinations in higher education
French, S., Dickerson, A., & Mulder, R. A. (2024) · Higher Education · doi:10.1007/s10734-023-01148-z · Cited by 126
Metadata
- Authors
- Harlen, W., & Deakin Crick, R.
- Venue
- Assessment in Education: Principles, Policy & Practice
- Publisher
- Informa UK Limited
- Published
- 2003-07
- Volume
- 10
- Issue
- 2
- Pages
- 169-207
- ISSN
- 0969-594X (ISSN-L)
- 1465-329X
- OpenAlex
- W2108568913
- Cited by
- 429
- References
- 10
- FWCI
- 65.74
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
