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The Effects of High-Stakes Standardized Testing on Students' Motivation and Achievement

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dc.contributor.advisor Boltz, Marilyn
dc.contributor.author Potter, Rachael B.
dc.date.accessioned 2013-10-24T16:36:58Z
dc.date.available 2013-10-24T16:36:58Z
dc.date.issued 2013
dc.identifier.uri http://hdl.handle.net/10066/12101
dc.description.abstract This paper examines the relationships between high-stakes standardized testing and students' motivation and learning. Previous research suggests that the Behaviorist Theory (Berridge, 2001), on which the system of standardized testing is based, does not promote the positive cognitive processes necessary for achievement. By focusing on three learner-centered psychological theories, Self-Determination Theory (Deci et al., 1991; Deci & Ryan, 2000; Krapp, 2005), Attribution Theory (Weiner, 1979), and Goal Theory (Anderman & Midgley, 1998), this paper argues that the system of high-stakes testing should be altered to maximize students' performance. Research indicates that effective learning occurs when students are intrinsically motivated, actively engaged, recognize the relevance of the material, are interested, and have the opportunity to work collaboratively. Few of these things are addressed in high-stakes testing; in fact, standardized testing virtually ignores these necessary components of learning. While this paper will focus primarily on the cognitive factors, and the individual differences among them, that relate to motivation, it should be acknowledged that developmental factors influence the effect of testing on motivation as well.
dc.description.sponsorship Haverford College. Department of Psychology
dc.language.iso eng
dc.rights.uri http://creativecommons.org/licenses/by-nc/3.0/us/
dc.subject.lcsh Achievement tests -- United States
dc.subject.lcsh Achievement motivation -- United States
dc.title The Effects of High-Stakes Standardized Testing on Students' Motivation and Achievement
dc.type Thesis
dc.rights.access Haverford users only


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