Literaturnachweis - Detailanzeige
| Autor/inn/en | Anderman, Eric M.; Anderman, Lynley H.; Yough, Michael S.; Gimbert, Belinda G. |
|---|---|
| Titel | Value-Added Models of Assessment: Implications for Motivation and Accountability |
| Quelle | In: Educational Psychologist, 45 (2010) 2, S.123-137 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0046-1520 |
| Schlagwörter | High Stakes Tests; Goal Orientation; Student Motivation; Data Analysis; Models; Academic Achievement; Evaluation Methods; Educational Research; Accountability; Scores; Theories; Decision Making; Educational Practices; Elementary Secondary Education |
| Abstract | In this article, we examine the relations of value-added models of measuring academic achievement to student motivation. Using an achievement goal orientation theory perspective, we argue that value-added models, which focus on the progress of individual students over time, are more closely aligned with research on student motivation than are more traditional approaches to measuring achievement in a high-stakes testing environment. Although differing approaches to value-added assessment have been proposed, the core elements of the models are similar. We propose that the assessment data provided by value-added models has the potential to positively affect academic motivation, particularly when viewed through the lens of goal orientation theory. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
