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ERIC Number: ED500959
Record Type: Non-Journal
Publication Date: 2005-Sep
Pages: 35
Abstractor: ERIC
NAEP Testing for Twelfth Graders: Motivational Issues
Brophy, Jere; Ames, Carole
National Assessment Governing Board
This paper draws on theory and research on motivation in education to identify principles that might guide decision making concerning National Assessment of Educational Progress (NAEP) assessments for twelfth graders. It draws on three areas of motivation theory, identifies motivational issues that make twelfth-grade NAEP assessments problematic, and suggests relevant motivation principles that have implications for decision making. The implications section takes two approaches, first making the case for not testing twelfth graders, and second suggesting strategies that might be employed to help address the challenges involved in twelfth-grade NAEP.
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Publication Type: Reports - Evaluative
Education Level: Grade 12; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Assessment Governing Board, Washington, DC.
Grant or Contract Numbers: N/A