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Motivating Assessment: How to leverage summative assessments for the good of intrinsic motivation

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Motivating Assessment: How to leverage summative assessments for the good of intrinsic motivation

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Intrinsic motivation, which arises from internal drives such as curiosity and interest, leads to deeper learning and persistence. Extrinsic motivation, often driven by external rewards or pressures, may compel performance but can reduce long-term engagement.

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Autonomy: Feeling a sense of choice and control.

Competence: Experiencing effectiveness and mastery.

Relatedness: Feeling connected to others in meaningful ways.

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·         Summative assessments are typically linked to extrinsic motivation.

·         The paper argues for a shift in assessment practices to support students’ psychological needs.

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Intrinsic motivation thrives when students experience autonomy, feel competent, and establish meaningful relationships.

Teachers can foster intrinsic motivation by designing assessments that provide students with choices, align with their interests, and focus on growth.

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Traditional summative assessments often fail to support intrinsic motivation, especially for low-achieving students, increasing anxiety and reducing engagement.

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Alternative formats like portfolios, term papers, and utility-value writing assignments can enhance intrinsic motivation by offering personalization and relevance.

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Teachers should incorporate autonomy-supportive practices, provide rationales for assessments, and align assessment goals.

Communication of results should emphasize personal growth and involve students in reflective practices to interpret their performance constructively.

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Teachers face challenges in balancing accountability with intrisic motivation. While acknoledges the pressure of standarized testing and external expectations, it encourages educators to incorporate elements of choice and relevance into summative assessments.

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1. This article makes a call to action for educators to rethink summative assessments. By addressing students’ psychological needs through intentional design, teachers can leverage these assessments to foster intrinsic motivation, enhancing both educational outcomes and student well-being.

2. The authors suggest that assessments that allow students to choose their content, involve self-reflection, or encourage connections to personal interests are more likely to foster intrinsic motivation. Additionally, feedback should be timely and constructive, focusing on growth rather than comparing students to each other.

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Daniels, L. M., Pelletier, G., Radil, A. I., & Goegan, L. D. (2021). Motivating assessment: How to leverage summative assessments for the good of intrinsic motivation. In S. L. Nichols & D. Varier (Eds.), Teaching on Assessment (pp. 107–128). Information Age Publishing, Inc.

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Five ways teachers can emotionally support students