A Systematic Review on the Impact of Assessment on Learner Motivation

• In Event: 16.030 - Impacting What Matters: Using Assessment to Examine Student Outcomes

Abstract

Assessment literature suggests that assessment can promote learners’ extrinsic motivation, while self-determination theory asserts that assessment can undermine intrinsic motivation as it can harm the students’ autonomy. This review investigates the complex relationship between assessment and motivation and included 110 peer reviewed articles. The majority of these reported attitude or self-report measures of motivation (78%) rather than behavioral measures (22%). Only a small percentage (3%) reported negative effects of assessment on motivation, of which the majority concerned negative formative feedback. In about 21% the reported effect was positive. In the remainder of studies, a neutral effect or a more complex relationship was reported. Relatively, more positive effects were found for attitudinal and self-reported motivation, compared to behavioral motivation.

Authors

• Renske de Kleijn, Utrecht University

• Frans Prins

• Christel Lutz, Utrecht University

• C.J. Van Look, Utrecht University

• Jan Van Tartwijk, Utrecht University