Exploring the Relationship Between Teachers' Integration of Formative Assessment and Motivation

• In Event: Teachers' Conceptions of Fairness, Decision Rationales, and Formative Assessment and Feedback Practices in Classroom Assessment

Abstract

This study examines in-service teachers’ motivation for integrating formative assessment practices. Using an Expectancy-Value-Cost (EVC) motivation approach this study analyzes the supports and barriers that drive teachers’ formative assessment decisions. We asked 231 in-service teachers to complete a 60-item questionnaire including assessment integration, motivation to assess, open-ended and demographic items. We find that formative assessment varies by teacher demographics and that importance and confidence-building efforts such as extolling the benefits of formative assessment and concrete opportunities to develop formative assessment skills are the most potent motivators to increasing integration. We conclude that formative assessment is still deeply driven by the expectations and pressures of the profession and the broader climate around teaching as an accountability measure.

Authors

• Eleftherios Kyprianos Soleas, Queen's University

• Heather Braund, Queen's University - Kingston

• Christopher DeLuca, Queen's University - Kingston

• Kristy Timmons, Queen's University