ERIC Number: EJ882032
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 115
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.
Descriptors: High Stakes Tests, Goal Orientation, Student Motivation, Data Analysis, Models, Academic Achievement, Evaluation Methods, Educational Research, Accountability, Scores, Theories, Decision Making, Educational Practices, Elementary Secondary Education
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A