Motivation

The productivity of assessment is largely based on student engagement and motivation. The inferences students draw about themselves based on their interpretation of their own assessment results are as important in determining their school success as are the instructional decisions made by their teachers based on their interpretation of those results (Stiggins, 2014). Motivation is so deeply tied to achievement. As motivation wanes so does achievement (Stiggins, 2008). Learners’ own interpretation of assessments and their results influences their confidence and willingness to continue in the learning process.

Teachers need to know how to use the assessment process and its results to help students believe that success is within reach if they keep trying (Stiggins, 2014). The assessment process should encourage students to keep learning and it should generate hope and sustained effort for all students (Stiggins, 2008). Student engagement should be considered in the assessment process to encourage learning within assessment. Students need to understand where they are going, where they are now, and how they can close the gap. This engagement in self-reflection and self-assessment can help them keep track of and share their own learning (Stiggins, n.d.). Engaging students in the assessment process as much as possible and working with them to give effective feedback are crucial elements of the assessment process to ensure that it is productive for student learning.

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References

Barnes, N. & Gillis, A. (2015). Assessment360: A promising assessment technique for preservice teacher education. The Teacher Educator, 50 , p. 288-304. https://doi.org/10.1080/08878730.2015.1071904 Chowdhury, F. (2018). Application of rubrics in the classroom: A vital tool for improvement in assessment, feedback, and learning. International Education Studies, 12 (1), 61-68. https://doi.org/10.5539/ies.v12n1p61 Fives, H., Barnes, N., Dacey, C., & Gillis, A. (2016). Assessment assessment texts: Where is planning? The Teacher Educator, 51 , p. 70-89. https://doi.org/10.1080/08878730.2015.1107442 Gillis, A. (2019). Reconceptualizing participation grading as skill building. Teaching Sociology, 47 (1), 10-21. https://www.doi.org/10.1177/0092055X18798006   Guskey, T. (2009). Practical solutions for serious problems in standards-based grading . Corwin Press.   Kamariah, A., Husain, D., Atmowardoyo, H., & Salija, K. (2018). Developing authentic-based instruct...
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