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ERIC Number: EJ845611
Record Type: Journal
Publication Date: 2009
Pages: 10
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-1477-8785
Undermining Quality Teaching and Learning: A Self-Determination Theory Perspective on High-Stakes Testing
Ryan, Richard M.; Weinstein, Netta
Theory and Research in Education, v7 n2 p224-233 2009
Using tests to compare nations, states, school districts, schools, teachers, and students has increasingly become a basis for educational reform around the globe. Although tests can be informative, "high-stakes testing" (HST) is an approach to reform that applies rewards and sanctions contingent on test outcomes. Results of HST reforms indicate a plethora of unintended negative consequences, leading some to suggest that HST corrupts educational practices in schools. Although there are many accounts of these negative results, SDT supplies the only systematic theory of motivation that explains these effects. In what follows we describe the motivational principles underlying the undermining effects of HST on teachers and learners alike.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A