Assessments/Testing/Grading

Kusurkar, R. A., Orsini, C.Somra, S.Artino, A. R. (2023) The effect of assessments on student motivation for learning and its outcomes in health professions education: A review and realist synthesis. Academic Medicine, 98(9) ,1083-1092

Benita, M., Matos, L.Cerna, Y. (2022) The effect of mastery goal-complexes on mathematics grades and engagement: The case of Low-SES Peruvian students. Learning and Instruction, 80 ,101558

Botnaru, D.Orvis, J., Langdon, J. L., Niemiec, C. P. (2021) Predicting final grades in STEM courses: A path analysis of academic motivation and course-related behavior using self-determination theory. Learning and Motivation, 74 ,101723

Cuevas, R., Ntoumanis, N.Fernandez-Bustos, J. G.Bartholomew, K. (2018) Does teacher evaluation based on student performance predict motivation, well-being, and ill-being?. Journal of School Psychology, 68 ,154-162

Cents-Boostra, M.Lichtwarck-Aschoff, A.Denessen, E., Haerens, L. (2018) Identifying motivational profiles among VET students: Differences in self-efficacy, test anxiety and perceived motivating teaching. Journal of Vocational Education & Training, ,1-24

Haerens, L.Krijgsman, C.Mouratidis, A.Borghouts, L. (2018) How does knowledge about the criteria for an upcoming test relate to adolescents’ situational motivation in physical education? A self-determination theory approach. European Physical Education Review, 20(10) ,1-19

Borghouts, L.B.Slingerland, M., Haerens, L. (2017) Assessment quality and practices in secondary PE in the Netherlands. Physical Education and Sport Pedagogy, 22(5) ,473-489

Krijgsman, C., Vansteenkiste, M.van Tartwijk, J.Maes, J. (2017) Performance grading and motivational functioning and fear in physical education: A self-determination theory perspective. Learning and Individual Differences, 55 ,202-211

Ruiz-Alfonso, Z., León, J. (2017) Passion for math: Relationships between teacher emphasis on the usefulness of class contents, motivation, and grade. Contemporary Educational Psychology, 51 ,284-292

Bonneville-Roussy, A., Evans, P.Verner-Filion, J., Vallerand, R. J. (2017) Motivation and coping with the stress of assessment: Gender differences in outcomes for university students. Contemporary Educational Psychology, 48 ,28–42

Deci, E. L., Ryan, R. M. (2016) In J. Wang, C. W. Liu, & R. M. Ryan (Eds.), Optimizing students’ motivation in the era of testing and pressure: A self-determination theory perspective. (pp. 9-29) Singapore: Springer. doi: 10.1007/978-981-287-630-0_2

Slingerland, M.Borghouts, L.Jans, L.Weeldenburg, G. (2016) Development and optimisation of an in-service teacher training programme on motivational assessment in physical education. European Physical Education Review, 23(1) ,1-19

Barkoukis, V.Taylor, I.M.Chanal, J., Ntoumanis, N. (2014) The relation between student motivation and student grades in PE: A three-year investigation. Scandinavian Journal of Medicine and Science in Sports, 5 ,406-414

National Research Council (2011) In M. Hout and S. W. Elliott (Eds.), Incentives and test-based accountability in education. National Academy Press

Ryan, R. M., Weinstein, N. (2009) Undermining quality teaching and learning: A self-determination theory perspective on high-stakes testing. Theory and Research in Education, 7(2) ,224-233

Ryan, R. M., Brown, K. W. (2005) Legislating competence: The motivational impact of high stakes testing as an educational reform. In A. E. Elliot & C. Dweck (Eds.), Handbook of competence and motivation. , 1st Edition (pp. 354-374) New York: Guilford Press.

Deci, E. L., Koestner, R., Ryan, R. M. (2001) Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research., 71(1) ,1-27