Motivation and effort patterns associated with achievement on classroom assessments in middle-school science and social studies were studied with a sample of 223 8th graders in different classroom assessment environments. Classroom assessment environments were characterized by student perceptions of the importance and value of assessment tasks,…

Studied classroom assessment events in high school social studies classes using data from 12 assessment events in classes of a teacher researcher. Results for the 96 students involved support the conclusion that student perceptions of the task and self-efficacy, reported mental effort invested, goal orientation, and learning strategy use differed…

Investigated a theoretical framework describing the role of classroom assessment in student effort and achievement using data from four classroom assessments in each of two third-grade classrooms, including interviews with 32 students. In general, the expected positive relationships were found among perceptions of task, self-efficacy, effort, and…

Presents a theory about the role of classroom assessment in motivating student effort and achievement. The theory postulates that in any particular class the classroom assessment environment is played out in repeated assessment events through which a teacher communicates and students respond according to their perceptions. (SLD)

This article is organized into two parts: (1) a review of literature on teachers' grading practices, and (2) a discussion of the findings about teachers' grading practices in light of evaluation and motivation theory. The discussion considers both research implications and practical recommendations. (Author)