Introducing Students to Standardized Testing: Motivational Implications

• In Event: Poster Session 12
  In Poster Session: Motivation in Education SIG Poster Session 1

Abstract

Classroom observations and teacher interviews were conducted in five third-grade classrooms to examine differences in the ways that teachers prepare students for classroom assessments and standardized testing. Results indicated that teachers’ instructional practices and underlying knowledge and beliefs varied greatly between the two contexts and that mastery goal structures were largely evident for classroom assessment while performance goal structures were emphasized in standardized testing lessons.

Author

• Monica J. Kowalski, University of Notre Dame