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ERIC Number: ED517313
Record Type: Non-Journal
Publication Date: 2011-Mar-14
Pages: 8
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: N/A
STEMs: A Proposal for Calibrated Classroom Assessments That Increase Student Motivation and Provide Authentic Evaluation of Student Learning
Murrieta, Hector; Amerson, Gordon
Online Submission
The purpose of this study was to validate the development and proposal of what the authors call STEMs (Standards Tests to Evaluate Mastery) and have defined them as calibrated classroom assessments that increase student motivation and provide authentic evaluation of student learning. Theoretical and empirical research on classroom assessment and grading, and high school Algebra failure rates were studied to provide the justification for the development and proposal of STEMs. The research indicates that there is a need for classroom assessments that increase student motivation, reduce grade inflation and deflation, and provide teachers with an authentic evaluation of student learning of the content. The research shows that student motivation to complete and expend energy on tasks is largely defined by the assessment environment created in the classroom. Students, educators, and parents would benefit from the development of calibrated classroom assessments that increase student motivation and success. (Contains 1 table.)
Publication Type: Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A