Putting Students in Charge: The Association Between Formative Strategies in Class and Students' Motivation

• In Event: Toward the Integration of Formative Assessment and Self-Regulated Learning

Abstract

1. Objectives and theoretical framework

Formative assessment is supposed to stimulate student learning as it provides students with the opportunity to get actively involved in class (e.g., Tillema, Leenknecht, & Segers, 2011). Black and Wiliam (2009) described five strategies of formative assessment that teachers can adopt to optimally support student involvement in their learning: 1) clarifying and engaging in setting criteria for success; 2) classroom discussions; 3) teacher feedback; 4) peer-assessment; and 5) self-assessment. The central research question of the current study is: Do formative strategies in class contribute to students’ autonomous motivation, and does basic need satisfaction have a mediating effect on this relationship?

Self-Determination Theory (SDT) gives us a framework to interpret the effect of formative strategies on students’ motivation. Students’ autonomous motivation (i.e., experience of psychological freedom) increases when their basic psychological need for autonomy, competence, and relatedness are satisfied (Ryan & Deci, 2017). The need for autonomy is supported by providing choice and rationales for learning (Reeve, Deci, & Ryan, 2004). We expect that engaging students in setting criteria, class discussion, and self- and peer-assessment provides students choices (e.g., whether or not to value the work positively) and rationales for learning (e.g., by setting success criteria or in class discussions). By offering structure (i.e., communicating clear expectations, providing guidance, and informational feedback) the need for competence is supported (Jang, Reeve, & Deci, 2010). We expect that setting criteria for success contributes to the clarity of expectations and classroom discussions and teacher feedback are manners of guidance and feedback. The need for relatedness is supported by showing involvement by dedicating resources (e.g., time), expressing understanding, and being dependable for support (Stroet, Opdenakker, & Minnaert, 2013). We expect that teachers can show their dedication and dependability during classroom discussions, while students get a sense of understanding during peer assessment (as they recognise peers are dealing with the same struggles).

2. Method

In total, 125 first- and second-year students from a Dutch University of Applied Sciences filled out a questionnaire about their perceptions of formative strategies, their basic need satisfaction, and autonomous motivation for the past semester.

3. Results

Students’ perceptions of peer- and self-assessment were not correlated to students’ autonomous motivation. Full mediation effects of autonomy and competence satisfaction were found for setting criteria for success, classroom discussion, and teacher feedback (see Figure 1a-f). Relatedness satisfaction did not mediate the relation between formative strategies and autonomous motivation (see Figure 2a-c).

4. Conclusions and scientific significance

This study demonstrates the effectiveness of formative strategies for enhancing autonomous motivation through the satisfaction of students’ needs. The results suggest that when students are engaged in criteria for success, classroom discussions, and teacher feedback, they become autonomously motivated because these activities contribute to the satisfaction of their need for autonomy and competence.
Further research should investigate students’ achievement in addition to motivation. Moreover, we recommend experimental studies to examine the effects of formative strategies on the need for autonomy and competence and consequently autonomous motivation.

Authors

• Martijn Leenknecht, Roosevelt Center for Excellence in Education

• Lisette Wijnia, Roosevelt Center for Excellence in Education. HZ University of Applied Sciences

• Sofie Loyens, University College Roosevelt

• Remigius M. Rikers, University College Roosevelt