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

Autor/in	Nolen, Susan Bobbitt
Titel	The Role of Educational Systems in the Link between Formative Assessment and Motivation
Quelle	In: Theory Into Practice, 50 (2011) 4, S.319-326 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2011.607399
Schlagwörter	Stellungnahme; Social Systems; Formative Evaluation; Motivation; Social Structure; Grading; Academic Achievement; School Districts; Feedback (Response); Administrators + Suchen Sie Ihr Suchwort? Social system; Soziales System; psychologische; Motivation (psychologisch); Sozialstruktur; Notengebung; Schulnote; Schulleistung; School district; Schulbezirk
Abstract	Formative assessment has been widely promoted as a means to support student learning and motivation. This practice has potential for communicating to students the value of what they are learning, both in the classroom and beyond (Brophy, 2008). To make good on those promises, however, requires an understanding of the connections between formative assessment practices and the realities of the social systems in which they are employed. In this article, I consider the importance of classroom systems, including the purposes of assessments, their function in the classroom social structure (including issues of power, identity, and competing values), and teachers' multiple concerns with effects on student learning and motivation. I also address the role of conflicts between the practice of formative assessment and grading policies, departmental assessment norms, school district structures, and external assessment mandates. Finally, the recommendation of Black, Harrison, Lee, Marshall, and Wiliam (2004) are examined in light of these issues. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10