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KowalskiDissertation.pdf (2.62 MB)

ETD Abstract Container

Abstract Header

The Influence of Teachers' Instructional Practices on Student Motivation in Different Assessment Contexts

Kowalski, Monica J
http://rave.ohiolink.edu/etdc/view?acc_num=osu1365436014

Abstract Details

2013, Doctor of Philosophy, Ohio State University, EDU Policy and Leadership.
Current federal educational policy mandates annual standardized achievement testing for students beginning in third grade. Standardized tests are considerably different from regular classroom assessments in format, usage, and meaning. Therefore, teachers are likely to approach the preparation for standardized testing differently than that for regular classroom assessments, with possible implications for students’ motivation in those two contexts. This mixed methods study provides evidence of how five third-grade teachers’ instructional practices differ between classroom assessment and standardized testing preparation contexts. Results from classroom observations and teacher interviews indicate that teachers engage in more mastery goal supportive teaching strategies in the classroom assessment context and more performance goal supportive teaching strategies in the standardized testing context. They also speak differently about the value of the two types of tests and about their expectations for students’ success. The differences are reflective of teachers’ knowledge, beliefs, and perceptions of external pressure related to the different types of assessments. Student survey results provided little evidence to support the hypothesis that they would perceive the classroom motivational climate as being different in the two contexts, however, severe limitations to the survey design are discussed that may have contributed to the lack of significant findings.
Lynley Anderman, PhD (Advisor)
169 p.
Educational Psychology
motivation; assessment; high-stakes testing; standardized testing

Recommended Citations

Citations

  • Kowalski, M. J. (2013). The Influence of Teachers' Instructional Practices on Student Motivation in Different Assessment Contexts [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1365436014

    APA Style (7th edition)

  • Kowalski, Monica. The Influence of Teachers' Instructional Practices on Student Motivation in Different Assessment Contexts. 2013. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1365436014.

    MLA Style (8th edition)

  • Kowalski, Monica. "The Influence of Teachers' Instructional Practices on Student Motivation in Different Assessment Contexts." Doctoral dissertation, Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1365436014

    Chicago Manual of Style (17th edition)

osu1365436014
916
© 2013, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.
Release 3.2.12