hkr.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Increased explicitness of assessment criteria: effects on student motivation and performance
Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik.ORCID iD: 0000-0002-3251-6082
Helsingborg stad.
2018 (English)In: Frontiers in Education: Assessment, Testing and Applied Measurement, Vol. 3, article id 81Article in journal (Refereed) Published
Abstract [en]

The purpose of this study was to investigate the effects of increased explicitness ofassessment criteria on students’ performance and motivation. Successive levels ofexplicitness, from feedback based on (implicit) criteria to a combination of exemplarsand explicit criteria, were implemented in eight classes at four schools (n = 153 students,12–13 years old) during four teaching sequences in science. Data was collected on: (a)student performance through knowledge tests, (b) student motivation (self-efficacy, goalorientations, and self-regulation) through questionnaires, and (c) perceived clarity of goalsand criteria through “exit tickets.” Findings show that student performance improvedfrom pre-, to post-tests at all schools (effect sizes from 0.82 to 1.38), but not in relationto the level of explicitness. There was also an increase in self-efficacy for low-performingstudents, but, again, not in relation to explicitness. These changes are instead assumedto be an effect of the formative feedback provided as part of the intervention. The onlychange related to the level of explicitness, was an increase in self-regulation scores byhigh-performing students when having access to both exemplars and explicit criteria.Findings therefore suggest that low to medium levels of explicitness in assessment haveno discernable effects on students’ performance or motivation.

Place, publisher, year, edition, pages
2018. Vol. 3, article id 81
Keywords [en]
assessment, criteria, feedback, formative assessment, transparency
National Category
Didactics
Identifiers
URN: urn:nbn:se:hkr:diva-19417DOI: 10.3389/feduc.2018.00081OAI: oai:DiVA.org:hkr-19417DiVA, id: diva2:1324342
Available from: 2019-06-13 Created: 2019-06-13 Last updated: 2019-09-05Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Authority records BETA

Jönsson, Anders

Search in DiVA

By author/editor
Jönsson, Anders
By organisation
Research environment Learning in Science and Mathematics (LISMA)Avdelningen för matematik- och naturvetenskapernas didaktik
Didactics

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 35 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf