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dc.contributor.authorHarlen, Wynne-
dc.contributor.authorCrick, Ruth Deakin-
dc.contributor.authorBroadfoot, Patricia-
dc.contributor.authorDaugherty, Richard-
dc.contributor.authorGardner, John-
dc.contributor.authorJames, Mary-
dc.contributor.authorStobart, Gordon-
dc.description.abstractFirst paragraph: The current widespread use of summative assessment and tests is supported by a range of arguments. The points made include that not only do tests indicate standards to be aimed for and enable these standards to be monitored, but that they also raise standards. Proponents claim that tests cause students, as well as teachers and schools, to put more effort into their work on account of the rewards and penalties that can be applied on the basis of the results of tests. In opposition to these arguments is the claim that increase in scores is mainly the consequence of familiarization with the tests and of teaching directed specifically towards answering the questions, rather than developing the skills and knowledge intended in the curriculum. It is argued that tests motivate only some students and increase the gap between higher and lower achieving students; moreover, tests motivate even the highest achieving students towards performance goals rather than to learning goals, as required for continuing learning.en_UK
dc.publisherEPPI-Centre, University of London-
dc.relationHarlen W, Crick RD, Broadfoot P, Daugherty R, Gardner J, James M & Stobart G (2002) A Systematic Review of the Impact of Summative Assessment and Tests on Students’ Motivation for Learning. EPPI-Centre, University of London.-
dc.rightsAuthors of the systematic reviews on the EPPI-Centre Website ( hold the copyright for the text of their reviews. The EPPI-Centre owns the copyright for all material on the Website it has developed, including the contents of the databases, manuals, and keywording and data extraction systems. The Centre and authors give permission for users of the site to display and print the contents of the site for their own noncommercial use, providing that the materials are not modified, copyright and other proprietary notices contained in the materials are retained, and the source of the material is cited clearly following the citation details provided. Otherwise users are not permitted to duplicate, reproduce, re-publish, distribute, or store material from this Website without express written permission.-
dc.titleA Systematic Review of the Impact of Summative Assessment and Tests on Students’ Motivation for Learningen_UK
dc.typeResearch Reporten_UK
dc.type.statusPublisher version-
dc.contributor.affiliationUniversity of Bristol-
dc.contributor.affiliationUniversity of Bristol-
dc.contributor.affiliationUniversity of Bristol-
dc.contributor.affiliationAberystwyth University-
dc.contributor.affiliationFaculty of Social Sciences-
dc.contributor.affiliationUniversity of Cambridge-
dc.contributor.affiliationUniversity of London-
Appears in Collections:Faculty of Social Sciences Research Reports

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