High School Science Teacher Engagement and Motivation in Formative Classroom Assessment

• In Event: Roundtable Session 11
  In Roundtable Session: Conceptualizing Formative Assessment and Developing Formative Practice

Abstract

This study investigated the motivation and engagement of Washington State high school science teachers’ for use of formative classroom assessment. A survey instrument was used to measure fulfillment of the motivational needs of autonomy, competence, and relatedness, the constructs of self-determined motivation, and the constructs of engagement.

Data from the survey instrument were obtained from 181 teacher respondents. Evaluations of trends within the data were analyzed using descriptive statistics.

Teachers rated engagement for use of formative assessment as positive and their motivational needs satisfied. Statistically significant differences were found between gender and age of teachers regarding engagement, respectively. The findings fill a void in the empirical literature and could help target professional development activities in school districts.

Authors

• Andrew Boyd

• Michael S. Trevisan, Washington State University