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Appears in Collections:Faculty of Social Sciences Research Reports
Title: Testing, Motivation and Learning
Author(s): Black, Paul
Broadfoot, Patricia
Daugherty, Richard
Gardner, John
Harlen, Wynne
James, Mary
Stobart, Gordon
Wiliam, Dylan
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Citation: Black P, Broadfoot P, Daugherty R, Gardner J, Harlen W, James M, Stobart G & Wiliam D (2002) Testing, Motivation and Learning. Assessment Reform Group. Nuffield Foundation and University of Cambridge.
Issue Date: 2002
Date Deposited: 22-Mar-2021
Publisher: Nuffield Foundation and University of Cambridge
Abstract: First paragraph: It is reasonable to expect that testing has an impact on the way pupils learn and on their motivation to learn. The questions we are addressing here are: what is the nature of that impact and does pupils' learning benefit from it? Pupils need to know how their learning is progressing. Teachers also need to know how their pupils are progressing, to guide both their own teaching and the pupils' further learning. Many others-parents, other teachers, employers-will have an interest in looking back on what has been learned by an individual pupil, often using a grade or mark as an overall summary of that learning. In addition, there has been an increasing tendency for the results from testing and assessment of learning (‘summative assessment') to be used, when combined for whole groups of pupils, as indicators of the performance of teachers, schools and the education system.
Type: Research Report
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Affiliation: King's College London
University of Bristol
Aberystwyth University
Faculty of Social Sciences
University of Bristol
University of Cambridge
University of London
King's College London
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