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CONTEMPORARY PERSPECTIVES ON ASSESSMENT AND MOTIVATION

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CONTEMPORARY PERSPECTIVES ON ASSESSMENT AND MOTIVATION

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1) First, assessment is used to report achievement of individuals.

2) Second, assessment is meant to support student learning.

3)Third, assessment serves the purpose of meeting demands for accountability.

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Motivation is broadly defined as the drive and energy to start and sustain a goal pursuit (Schunk et al., 2008), but it comes in many forms. One way to distinguish different types of motivation is to focus on forms of motivation that come from internal compared to external sources.

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Autonomy is defined as experiencing behaviors as freely chosen, with oneself at the origin of the behaviour (Niemiec & Ryan, 2009).

The psychological need for relatedness is defined as feeling close and connected to others, through supportive and satisfying close relationships (Oliver et al., 2008).

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RESEARCH, INSTRUCTION, AND THEORY ON ASSESSMENT AND MOTIVATION

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RESEARCH, INSTRUCTION, AND THEORY ON ASSESSMENT AND MOTIVATION

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Research on assessment separate from motivation confirms that summative assessments (Earl, 2013) and performance-focused practices (Daniels, 2015) increase as students progress through their schooling.

Motivation researchers have also shown that students’ intrinsic motivation decreases while extrinsic motivation stays the same or increases as students move into higher levels of schooling.

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Authors reviewed how different motivational theories, including SDT, can influence a student’s overall experience of academic success. Within this, intrinsic motivation and similar constructs were usually described more favorably than extrinsic motivation.

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1) Incorporating elements of intrinsic motivation into summative assessments can have a positive impact by engaging students in a more meaningful way. This can be achieved by providing choice, autonomy, and opportunities for self-reflection and metacognition during assessments.

2) Offering constructive feedback and creating a growth mindset environment can improve intrinsic motivation. When students receive feedback that focuses on effort, progress, and specific areas of improvement, they are more likely to view assessments as opportunities for growth rather than simply performance evaluations.

3) Using gamification elements and creative assessment strategies can boost intrinsic motivation. By introducing game-like elements such as challenges, leaderboards and rewards, or allowing students to demonstrate their understanding through creative projects, assessments can become more fun and engaging, leading to greater motivation.

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https://moodle.pucese.edu.ec/pluginfile.php/35741/mod_resource/content/1/MOTIVATING%20ASSESSMENT%20HOW%20TO%20LEVERAGE.......pdf