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Educational Psychologist Volume 45, 2010 - Issue 2: Schooling in the Age of Accountability
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Original Articles

Value-Added Models of Assessment: Implications for Motivation and Accountability

ERIC M. ANDERMAN School of Educational Policy and Leadership, The Ohio State University,
,
LYNLEY H. ANDERMAN School of Educational Policy and Leadership, The Ohio State University,
,
MICHAEL S. YOUGH School of Educational Policy and Leadership, The Ohio State University,
&
BELINDA G. GIMBERT School of Educational Policy and Leadership, The Ohio State University,
Pages 123-137 | Published online: 09 Apr 2010

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Revathy Kumar & Jessica DeCuir-Gunby. (2023) What is the role of race in educational psychology? A review of research in Educational Psychologist. Educational Psychologist 58:1, pages 1-17.
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Teomara Rutherford, Kerry Duck, Joshua M. Rosenberg & Raymond Patt. (2022) Leveraging mathematics software data to understand student learning and motivation during the COVID-19 pandemic. Journal of Research on Technology in Education 54:sup1, pages S94-S131.
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Alison C. Koenka, Lisa Linnenbrink-Garcia, Hannah Moshontz, Kayla M. Atkinson, Carmen E. Sanchez & Harris Cooper. (2021) A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback. Educational Psychology 41:7, pages 922-947.
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Nikolaos Gertsakis, Dionysia Kroustallaki & Georgios D. Sideridis. (2021) How do classroom goal structures matter? The impact on grammar achievement, perceived autonomy support, flow, and affect. International Journal of School & Educational Psychology 9:2, pages 172-188.
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Sam Carr. (2020) Dampened motivation as a side effect of contemporary educational policy: a self-determination theory perspective. Oxford Review of Education 46:3, pages 331-345.
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Pablo Usán, Carlos Salavera & Pilar Teruel. (2019) School motivation, goal orientation and academic performance in secondary education students. Psychology Research and Behavior Management 12, pages 877-887.
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Alison C. Koenka & Eric M. Anderman. (2019) Personalized feedback as a strategy for improving motivation and performance among middle school students. Middle School Journal 50:5, pages 15-22.
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Andrew J. Martin, Rebecca J. Collie, Tracy L. Durksen, Emma C. Burns, Keiko C.P. Bostwick & Ana L. Tarbetsky. (2019) Growth goals and growth mindset from a methodological-synergistic perspective: lessons learned from a quantitative correlational research program. International Journal of Research & Method in Education 42:2, pages 204-219.
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Yassin Karay & Stefan K. Schauber. (2018) A validity argument for progress testing: Examining the relation between growth trajectories obtained by progress tests and national licensing examinations using a latent growth curve approach. Medical Teacher 40:11, pages 1123-1129.
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Alyssa Emery, Megan Sanders, Lynley H. Anderman & Shirley L. Yu. (2018) When Mastery Goals Meet Mastery Learning: Administrator, Teacher, and Student Perceptions. The Journal of Experimental Education 86:3, pages 419-441.
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Kate Wynn-Williams, Nicola Beatson & Cameron Anderson. (2016) The impact of unstructured case studies on surface learners: a study of second-year accounting students. Accounting Education 25:3, pages 272-286.
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Andrew J. Martin, Tracy L. Durksen, Derek Williamson, Julia Kiss & Paul Ginns. (2014) Personal Best (PB) Goal Setting and Students’ Motivation in Science: A Study of Science Valuing and Aspirations. The Australian Educational and Developmental Psychologist 31:2, pages 85-96.
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Kai Yu & Andrew J. Martin. (2014) Personal best (PB) and ‘classic’ achievement goals in the Chinese context: their role in predicting academic motivation, engagement and buoyancy. Educational Psychology 34:5, pages 635-658.
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Eric M. Anderman, Gale M. Sinatra & DeLeon L. Gray. (2012) The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners. Studies in Science Education 48:1, pages 89-117.
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GREGORY SCHRAW. (2010) No School Left Behind. Educational Psychologist 45:2, pages 71-75.
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THOMASL. GOOD, CAROLINER. H. WILEY & DARRELL SABERS. (2010) Accountability and Educational Reform: A Critical Analysis of Four Perspectives and Considerations for Enhancing Reform Efforts. Educational Psychologist 45:2, pages 138-148.
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Miriam McBreen & Robert Savage. (2023) The effectiveness of a cognitive-plus-motivational reading intervention: A multiple-baseline study with four pupils at-risk for reading difficulties. Educational and Child Psychology 40:1, pages 96-115.
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Eric M. Anderman. (2020) Achievement motivation theory: Balancing precision and utility. Contemporary Educational Psychology 61, pages 101864.
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Mellita Jones & Karen McLeanMellita Jones & Karen McLean. 2018. Personalising Learning in Teacher Education. Personalising Learning in Teacher Education 213 225 .
Paul Ross, Rachel Cross, Olivia Sonneborn, Brendan MacDonald, Cathy Dean & Charne Miller. (2017) Comparison of postgraduate student and educator appraisals: A retrospective analysis. Nurse Education in Practice 23, pages 82-91.
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R. Sergio Guglielmi & Nancy Brekke. (2017) A Framework for Understanding Cross-National and Cross-Ethnic Gaps in Math and Science Achievement: The Case of the United States. Comparative Education Review 61:1, pages 176-213.
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Andrew J. Martin, Rebecca J. Collie & Erica Frydenberg. 2017. Social and Emotional Learning in Australia and the Asia-Pacific. Social and Emotional Learning in Australia and the Asia-Pacific 459 471 .
Amy L. Dent & Alison C. Koenka. (2015) The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis. Educational Psychology Review 28:3, pages 425-474.
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Andrew J. Martin & Andrew J. Elliot. (2016) The role of personal best (PB) goal setting in students' academic achievement gains. Learning and Individual Differences 45, pages 222-227.
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Kristin A. Gansle, George H. Noell, Gerlinde Grandstaff-Beckers, Angelle Stringer, Nancy Roberts & Jeanne M. Burns. (2015) Value-Added Assessment of Teacher Preparation. Intervention in School and Clinic 51:2, pages 106-111.
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Andrew J. Martin. (2015) Growth approaches to academic development: Research into academic trajectories and growth assessment, goals, and mindsets. British Journal of Educational Psychology 85:2, pages 133-137.
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Eric M. Anderman, Belinda Gimbert, Ann A. O'Connell & Lisa Riegel. (2015) Approaches to academic growth assessment. British Journal of Educational Psychology 85:2, pages 138-153.
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Andrew J. Martin. (2015) Implicit theories about intelligence and growth (personal best) goals: Exploring reciprocal relationships. British Journal of Educational Psychology 85:2, pages 207-223.
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Andrew J. Martin, Jennifer Way, Janette Bobis & Judy Anderson. (2014) Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School. The Journal of Early Adolescence 35:2, pages 199-244.
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Andrew J. Martin. 2015. Controversies in Education. Controversies in Education 55 62 .
Esther Lopez-Martin, Timo Kuosmanen & Jose Luis Gaviria. (2014) Linear and nonlinear growth models for value-added assessment: an application to Spanish primary and secondary schools’ progress in reading comprehension. Educational Assessment, Evaluation and Accountability 26:4, pages 361-391.
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Avneet Hira, Cole H. Joslyn & Morgan M. Hynes. (2014) Classroom makerspaces: Identifying the opportunities and challenges. Classroom makerspaces: Identifying the opportunities and challenges.
DeLeon L. Gray. (2014) Understanding STEM-focused high school students’ perceptions of task importance: The role of “standing out” and “fitting in” in mathematics class. Contemporary Educational Psychology 39:1, pages 29-41.
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Joshua Emmett. (2013) Using Extrinsic Motivation to Influence Student Attitude and Behavior Toward State Assessments at an Urban High School. NASSP Bulletin 97:3, pages 197-217.
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Andrew J. Martin. (2012) Improving the Achievement, Motivation, and Engagement of Students With ADHD: The Role of Personal Best Goals and Other Growth-Based Approaches. Australian Journal of Guidance and Counselling 23:1, pages 143-155.
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Kristin A. Gansle, George H. Noell & Jeanne M. Burns. (2012) Do Student Achievement Outcomes Differ Across Teacher Preparation Programs? An Analysis of Teacher Education in Louisiana. Journal of Teacher Education 63:5, pages 304-317.
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Andrew J. Martin. (2012) The role of personal best (PB) goals in the achievement and behavioral engagement of students with ADHD and students without ADHD. Contemporary Educational Psychology 37:2, pages 91-105.
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Eric M. Anderman & Helen Patrick. 2012. Handbook of Research on Student Engagement. Handbook of Research on Student Engagement 173 191 .
Francesca López. (2011) The Nongeneralizability of Classroom Dynamics as Predictors of Achievement for Hispanic Students in Upper Elementary Grades. Hispanic Journal of Behavioral Sciences 33:3, pages 350-376.
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Daphne E. Pedersen & Frank White. (2011) Using a Value-Added Approach to Assess the Sociology Major. Teaching Sociology 39:2, pages 138-149.
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