The relationship between classroom assessment practices of teachers and achievement motivation among their students

One critical factor in student academic success is motivation to learn. Motivational research has identified goal orientation as an important dimension of a student's motivation, and has linked goal orientation to achievement. Recent efforts to reform classroom assessment practices in support of learning have identified student motivation as both an important precondition for learner success, and as an area in which recommended classroom assessment practices should have a positive impact. The present study explores the connection between self-reported classroom assessment practices of teachers and self-reported goal orientations of their students. Implications regarding how classroom assessment practices of teachers may impact student motivation are explored.