Undermining Quality Teaching and Learning: A Self-Determination Theory Perspective on High-Stakes Testing

Autor/inn/en	Ryan, Richard M.; Weinstein, Netta
Titel	Undermining Quality Teaching and Learning: A Self-Determination Theory Perspective on High-Stakes Testing
Quelle	In: Theory and Research in Education, 7 (2009) 2, S.224-233 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1477-8785
DOI	10.1177/1477878509104327
Schlagwörter	Educational Change; High Stakes Tests; Rewards; Sanctions; Testing; Role; Educational Practices; Self Determination; Motivation; Educational Principles + Suchen Sie Ihr Suchwort? Bildungsreform; Reward; Belohnung; Sanction; Sanktion; Testdurchführung; Testen; Rollen; Bildungspraxis; Selbstbestimmung; psychologische; Motivation (psychologisch); Bildungsprinzip
Abstract	Using tests to compare nations, states, school districts, schools, teachers, and students has increasingly become a basis for educational reform around the globe. Although tests can be informative, "high-stakes testing" (HST) is an approach to reform that applies rewards and sanctions contingent on test outcomes. Results of HST reforms indicate a plethora of unintended negative consequences, leading some to suggest that HST corrupts educational practices in schools. Although there are many accounts of these negative results, SDT supplies the only systematic theory of motivation that explains these effects. In what follows we describe the motivational principles underlying the undermining effects of HST on teachers and learners alike. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10