The Role of Educational Systems in the Link Between Formative Assessment and Motivation

References

• Ayala , C. C. , Shavelson , R. J. , Araceli Ruiz-Primo , M. , Brandon , P. R. , Yue , Y. Furtak , E. M. 2008 . From formal embedded assessments to reflective lessons: The development of formative assessment studies . Applied Measurement in Education , 21 : 315 – 334 .
   Web of Science ®Google Scholar
• Black , P. , Harrison , C. , Lee , C. , Marshall , B. and Wiliam , D. 2004 . Working inside the black box: Assessment for learning in the classroom . Phi Delta Kappan , 86 : 9 – 21 .
   Web of Science ®Google Scholar
• Black , P. and Wiliam , D. 1998 . Inside the black box—Raising standards through classroom assessment . Phi Delta Kappan , 80 : 139 – 144 .
   Web of Science ®Google Scholar
• Brookhart , S. , Moss , C. and Long , B. 2008 . Formative assessment that empowers . Educational Leadership , 66 : 52 – 57 .
   Web of Science ®Google Scholar
• Brophy , J. 1999 . Toward a model of the value aspects of motivation in education: Developing appreciation for particular learning domains and activities . Educational Psychologist , 34 : 75 – 85 .
   Web of Science ®Google Scholar
• Brophy , J. 2008 . Developing students' appreciation for what is taught in school . Educational Psychologist , 43 : 132 – 141 .
   Web of Science ®Google Scholar
• Busch , C. 1995 . “ Mathematics in the city: The desire for meaning and the fear of freedom ” . In Reasons for learning: Expanding the conversation on student–teacher collaboration , Edited by: Nicholls , J. G. and Thorkildsen , T. A. 5 – 20 . New York : Teachers College Press .
   Google Scholar
• Butler , R. 1987 . Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance . Journal of Educational Psychology , 79 : 474 – 482 .
   Web of Science ®Google Scholar
• Cauley , K. M. and McMillan , J. H. 2009 . Formative assessment techniques to support student motivation and achievement . Clearing House , 83 : 1 – 6 .
   Google Scholar
• Eraut , M. 2006 . Feedback . Learning in Health and Social Care , 5 : 111 – 118 .
   Google Scholar
• Furtak , E. M. , Ruiz-Primo , M. A. , Shemwell , J. T. , Ayala , C. C. , Brandon , P. R. Shavelson , R. J. 2008 . On the fidelity of implementing embedded formative assessments and its relation to student learning . Applied Measurement in Education , 21 : 360 – 389 .
   Web of Science ®Google Scholar
• Heritage , M. 2007 . Formative assessment: What do teachers need to know and do? . Phi Delta Kappan , 89 : 140 – 145 .
   Web of Science ®Google Scholar
• Nicol , D. J. and Macfarlane-Dick , D. 2006 . Formative assessment and self-regulated learning: A model and seven principles of good feedback practice . Studies in Higher Education , 31 : 199 – 218 .
   Web of Science ®Google Scholar
• Nolen , S. B. 2003 . Learning environment, achievement, and motivation in high school science . Journal of Research in Science Teaching , 40 : 347 – 368 .
   Web of Science ®Google Scholar
• Nolen , S. B. , Horn , I. S. , Ward , C. J. and Childers , S. 2011 . Assessment tools as boundary objects in novice teachers' learning . Cognition and Instruction , 29 : 88 – 122 .
   Web of Science ®Google Scholar
• Nolen , S. B. , Ward , C. J. , Horn , I. S. , Childers , S. , Campbell , S. S. and Mahna , K. 2009 . “ Motivation development in novice teachers: The development of utility filters ” . In Contemporary motivation research: From global to local perspectives , Edited by: Wosnitza , M. , Karabenick , S. A. , Efklides , A. and Nenniger , P. 265 – 278 . Ashland, OH : Hogrefe & Huber .
   Google Scholar
• Pryor , J. and Torrance , H. 1997 . Formative assessment in the classroom: Where psychological theory meets social practice . Social Psychology of Education , 2 : 151 – 176 .
   Google Scholar
• Sadler , D. R. 1989 . Formative assessment and the design of instructional systems . Instructional Science , 18 : 119 – 144 .
   Web of Science ®Google Scholar
• Shavelson , R. J. , Young , D. B. , Ayala , C. C. , Brandon , P. R. , Furtak , E. M. Ruiz-Primo , M. A. 2008 . On the impact of curriculum-embedded formative assessment on learning: A collaboration between curriculum and assessment developers . Applied Measurement in Education , 21 : 295 – 314 .
   Web of Science ®Google Scholar
• Stobart , G. 2006 . Influencing classroom assessment . Assessment in Education: Principles, Policy and Practice , 13 : 235 – 238 .
   Google Scholar
• Taylor , C. S. and Nolen , S. B. 2008 . Classroom assessment: Supporting teaching and learning in real classrooms, , 2nd ed. , Englewood Cliffs, NJ : Prentice Hall .
   Google Scholar
• Thorkildsen , T. A. , Nolen , S. B. and Fournier , J. 1994 . What is fair? Children's critiques of practices that influence motivation . Journal of Educational Psychology , 86 : 475 – 486 .
   Web of Science ®Google Scholar
• Tiknaz , Y. and Sutton , A. 2006 . Exploring the role of assessment tasks to promote formative assessment in key stage 3 geography: Evidence from twelve teachers . Assessment in Education: Principles, Policy and Practice , 13 : 327 – 343 .
   Google Scholar
• Torrance , H. and Pryor , J. 2001 . Developing formative assessment in the classroom: Using action research to explore and modify theory . British Educational Research Journal , 27 : 615 – 631 .
   Web of Science ®Google Scholar
• Turner , J. C. , Warzon , K. B. and Christensen , A. L. 2011 . Motivating mathematics learning: Changes in teachers' practices and beliefs during a nine-month collaboration . American Educational Research Journal , 48 : 718 – 762 .
   Web of Science ®Google Scholar
• Weinstein , R. S. 1989 . “ Perceptions of classroom processes and student motivation: Children's views of self-fulfilling prophesies ” . In Research on motivation in education , Edited by: Ames , C. and Ames , R. Vol. 3 , 187 – 221 . San Diego, CA : Academic Press .
   Google Scholar
• Wiliam , D. 2006 . Formative assessment: Getting the focus right . Educational Assessment , 11 : 283 – 289 .
   Google Scholar
• Wilson , S. M. and Wineburg , S. S. 1993 . Wrinkles in time and place: Using performance assessments to understand the knowledge of history teachers . American Educational Research Journal , 30 : 729 – 769 .
   Web of Science ®Google Scholar
• Yin , Y. , Shavelson , R. J. , Ayala , C. C. , Ruiz-Primo , M. A. , Brandon , P. R. Furtak , E. M. 2008 . On the impact of formative assessment on student motivation, achievement, and conceptual change . Applied Measurement in Education , 21 : 335 – 359 .
   Web of Science ®Google Scholar