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- Publisher Website: 10.1080/02602938.2020.1765228
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Article: Formative assessment as practice: the role of students’ motivation
Title | Formative assessment as practice: the role of students’ motivation |
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Authors | |
Keywords | formative assessment motivation need satisfaction need frustration |
Issue Date | 2021 |
Publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02602938.asp |
Citation | Assessment & Evaluation in Higher Education, 2021, v. 46 n. 2, p. 236-255 How to Cite? |
Abstract | Formative assessment can be seen as an integral part of teaching and learning, as formative assessment affects students' learning and vice versa. Students' motivation can theoretically be placed at the centre of this reciprocal relationship, as formative assessment is assumed to affect students' need satisfaction of autonomy, competence and relatedness, and consequently their autonomous motivation. In the current study, two assumptions were tested empirically: formative assessment contributes to students' autonomous motivation and students' need satisfaction functions as a mediator in this relationship. The results provided support for those assumptions and indicated that more perceived use of formative assessment is associated with more feelings of autonomy and competence, and more autonomous motivation. The current study demonstrated the benefits of studying formative assessment as practice and provides encouragement for teachers to start applying formative assessment in their classroom. The theoretical model provides teachers with guidelines for an optimal implementation of formative assessment and provides researchers with a framework to study the phenomenon of 'formative assessment as practice' in more depth. |
Persistent Identifier | http://hdl.handle.net/10722/297267 |
ISSN | 2023 Impact Factor: 4.1 2023 SCImago Journal Rankings: 2.738 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Leenknecht, M | - |
dc.contributor.author | Wijnia, L | - |
dc.contributor.author | Köhlen, M | - |
dc.contributor.author | Fryer, L | - |
dc.contributor.author | Rikers, R | - |
dc.contributor.author | Loyens, S | - |
dc.date.accessioned | 2021-03-08T07:16:32Z | - |
dc.date.available | 2021-03-08T07:16:32Z | - |
dc.date.issued | 2021 | - |
dc.identifier.citation | Assessment & Evaluation in Higher Education, 2021, v. 46 n. 2, p. 236-255 | - |
dc.identifier.issn | 0260-2938 | - |
dc.identifier.uri | http://hdl.handle.net/10722/297267 | - |
dc.description.abstract | Formative assessment can be seen as an integral part of teaching and learning, as formative assessment affects students' learning and vice versa. Students' motivation can theoretically be placed at the centre of this reciprocal relationship, as formative assessment is assumed to affect students' need satisfaction of autonomy, competence and relatedness, and consequently their autonomous motivation. In the current study, two assumptions were tested empirically: formative assessment contributes to students' autonomous motivation and students' need satisfaction functions as a mediator in this relationship. The results provided support for those assumptions and indicated that more perceived use of formative assessment is associated with more feelings of autonomy and competence, and more autonomous motivation. The current study demonstrated the benefits of studying formative assessment as practice and provides encouragement for teachers to start applying formative assessment in their classroom. The theoretical model provides teachers with guidelines for an optimal implementation of formative assessment and provides researchers with a framework to study the phenomenon of 'formative assessment as practice' in more depth. | - |
dc.language | eng | - |
dc.publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02602938.asp | - |
dc.relation.ispartof | Assessment & Evaluation in Higher Education | - |
dc.rights | Accepted Manuscript (AM) i.e. Postprint This is an Accepted Manuscript of an article published by Taylor & Francis in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/[Article DOI]. | - |
dc.subject | formative assessment | - |
dc.subject | motivation | - |
dc.subject | need satisfaction | - |
dc.subject | need frustration | - |
dc.title | Formative assessment as practice: the role of students’ motivation | - |
dc.type | Article | - |
dc.identifier.email | Fryer, L: fryer@hku.hk | - |
dc.identifier.authority | Fryer, L=rp02148 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1080/02602938.2020.1765228 | - |
dc.identifier.scopus | eid_2-s2.0-85085495054 | - |
dc.identifier.hkuros | 321665 | - |
dc.identifier.volume | 46 | - |
dc.identifier.issue | 2 | - |
dc.identifier.spage | 236 | - |
dc.identifier.epage | 255 | - |
dc.identifier.isi | WOS:000535108500001 | - |
dc.publisher.place | United Kingdom | - |