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ERIC Number: EJ882032
Record Type: Journal
Publication Date: 2010
Pages: 15
Abstractor: As Provided
Reference Count: 115
ISBN: N/A
ISSN: ISSN-0046-1520
Value-Added Models of Assessment: Implications for Motivation and Accountability
Anderman, Eric M.; Anderman, Lynley H.; Yough, Michael S.; Gimbert, Belinda G.
Educational Psychologist, v45 n2 p123-137 2010
In this article, we examine the relations of value-added models of measuring academic achievement to student motivation. Using an achievement goal orientation theory perspective, we argue that value-added models, which focus on the progress of individual students over time, are more closely aligned with research on student motivation than are more traditional approaches to measuring achievement in a high-stakes testing environment. Although differing approaches to value-added assessment have been proposed, the core elements of the models are similar. We propose that the assessment data provided by value-added models has the potential to positively affect academic motivation, particularly when viewed through the lens of goal orientation theory.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A