Learning progress assessment and goal setting: Effects on reading achievement,reading motivation and reading self-concept |
| |
| Institution: | 1. School of Humanities, Hellenic Open University, Parodos Aristotelous 18, 26335, Patra, Greece;2. School of Humanities, Department of Early Childhood Education, University of Thessaly, Argonaftwn & Filellinwn, 38221, Volos, Greece;3. Faculty of Philosophy, School of Psychology, Aristotle University of Thessaloniki, 54124, Thessaloniki, Greece;1. Institute for Educational Quality Improvement, Berlin, Germany;2. Centre for International Student Assessment, Germany;3. Department of Psychology, University of Kassel, Germany;4. Leibniz Institute for Science and Mathematics Education, Kiel, Germany;5. Australian Catholic University, Sydney, Australia;1. Australian Catholic University, Australia;2. Oxford University, UK;3. King Saud University, Saudi Arabia |
| |
| Abstract: | This study investigates the effects of learning progress assessment (LPA) combined with student-set goals on students’ reading achievement, reading motivation, and reading self-concept in fourth grade. Classes (n = 41) were assigned to either an LPA group with goal setting (LPA-G), an LPA group only (LPA), or a control group (CG). Students of both LPA groups completed eight LPA tests over a period of six months, and teachers received information about their learning progress. Students in the LPA-G group specified goals before the tests and reflected their goal achievement afterwards. Results indicate that growth in reading was higher for students in the LPA group compared to students in the two other groups. Unexpected negative effects of the goal-setting procedure were found on the development of intrinsic reading motivation and individual reading self-concept. The results are discussed with regard to teacher behavior and the use of diagnostic information for instruction. |
| |
| Keywords: | Learning progress assessment Formative assessment Reading achievement Reading motivation Reading self-concept |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
