The Role of Educational Systems in the Link Between Formative Assessment and Motivation
Bibliographic Data
| ID | 4899753 |
|---|---|
| Authors | Susan Bobbitt Nolen (0000-0003-2240-4447, University of Washington, corresponding author) |
| Year | 2011 |
| Volume | 50 |
| Issue | 4 |
| Pages | 319-326 |
| Publication date | 2011-10-04 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2011.607399 |
| OpenAlex | W2034644055 |
| Language | EN |
| Citations received | 3 |
| References cited | 24 |
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 (CitationBrophy, 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. Notes 1. See, for example, the comments of teachers, students, and their principal discussing changes in the kinds of work required of elementary students in math in CitationBusch (1995
Formative assessment · Function (biology · Grading (engineering · Identity (music · Mathematics education · Pedagogy · Principal (computer security · Computer Science · Educational Assessment and Improvement · Psychology · Student Assessment and Feedback · Teacher Education and Leadership Studies
Task-involving and ego-involving properties of evaluation
Working inside the Black Box
Inside the Black Box
Formative assessment and the design of instructional systems
Formative Assessment in the Classroom
Developing Formative Assessment in the Classroom
Wrinkles in Time and Place
Motivating Mathematics Learning
Formative assessment and self-regulated learning
| Citations per year | 0.25 |
|---|---|
| Citation span | 2014 - 2017 (4) |
| Highly cited | No |