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LORENZO, F. (2005) : «La motivación y el aprendizaje de una L2/LE», Vademécum para la formación de profesores, Madrid: Sgel, 305-328

Popham, W. J. (2017). Classroom assessment: What teachers need to know (8th ed.). Pearson

LIGERO, J.A. (2011). Dos métodos de evaluación: criterios y teoría del programa. Madrid: CEU Ediciones. Recuperado el 15 de julio de 2015 de: http://www.idee.ceu.es/Portals/0/Publicaciones/CECOD_15_2011-Dos_metodos_de_evaluacion_juan_andres_ligero.pdf

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The way in which students are evaluated is undoubtedly one of the contextual factors that most influence their motivation or demotivation in the face of school learning. To the talking about the form of evaluation, we refer to the entire process that goes from what the teachers say before the evaluation to help and motivate them to prepare it, going through the ways of collection of information on the evaluation, punctual or continuous, until the use that is made later of these data. Throughout this process, teachers can act in different ways influencing in different aspects that characterize the evaluation and that condition its repercussions on motivation.

Therefore, motivation is a factor that can vary depending on a series of variables such as: the success or failure shown by the evaluation, the type of test, the degree of relevance of its content and to what extent the evaluation allows the student to learn to overcome mistakes, without forgetting the importance that the student gives to control over his qualification.

In short, evaluation must above all be useful for teachers and students, report on achievements, progress and effort, and foster collaboration between teachers and student; which undoubtedly implies an influence that it exerts on motivation and vice versa.

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Interpretation and Communication of Assessment

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Interpretation and Communication of Assessment

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Lesson 9: How to Interpret Assessment Data

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Testing, Measurement, Assessment, and Evaluation

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Based on SDT, if summative assessments were designed to meet basic psychological needs, then they should more reliably bring about intrinsic motivation. Typically, in planning assessments, teachers make decisions in the following four areas:
(1) the target of the assessment.
(2) the measurement or format of the assessment.
(3) the interpretation of the assessment.
(4) the use and communication of the interpretation. (McMillan, 2015).
To create summative assessments that intentionally support students’ intrinsic motivation, teachers must take basic psychological need satisfaction into account during each of these assessment decisions.

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"The way in which students are evaluated is undoubtedly one of the contextual factors that most influence their motivation or demotivation in the face of learning" (Alonso 1997).
Evaluation is understood as the entire process that goes from what the teacher says, or does not say to the students, before the evaluation to help and motivate them to prepare it, going through the planning of the activities, the ways of collecting information , punctual or continuous, until the subsequent use of the information collected. Throughout this process, it is possible to act in different ways, influencing different factors that characterize the evaluation and that condition its repercussions on motivation.

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Motivation is a general name that is used to name all kinds of stimuli, aspirations, lacks, desires and similar forces; Therefore, to state that bosses motivate their collaborators is to admit that they carry out various actions with the objective of satisfying said desires, and that it will stimulate them to perform at work in the desired way.

(López Rodríguez, 2012) considers: Intrinsic motivation begins when we do a job that we like and enjoy what we are doing, which makes us feel that we represent our personal vocation. The work we do does not stimulate the person by itself, and the rewards, punishments go to a secondary level "intrinsic motivation comes from ourselves and is what pushes and mobilizes us towards action, that is, towards the purpose"
Extrinsic motivation corresponds to an external situation induced by a factor or stimuli that a person needs to carry out a task or as a reward is also required to perform a task or function with greater interest and commitment.

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Assessment is an integral part of the educational process. The most obvious evaluations are summative, that is, they measure what the students have learned by means of controls and exams, assigning the responsibility of the performance of their students to the centers. But they can also be "formative". Formative assessment consists of evaluating the progress and knowledge of the student in a frequent and interactive way. In this way, teachers can adjust their programs to best meet their educational needs.

We encourage teachers to resist this temptation because the persistent achievement gap, along with rising amounts of test anxiety, suggest that increased classroom summative assessment has not been successful in motivating students to learn, and may actually be detrimental for some of the most vulnerable learners (Stiggins, 2002).

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Compare formative and summative assessments