Sharing Learning Targets and Assessment Criteria with Students as Motivating Factors in Second Language Acquisition
##plugins.themes.bootstrap3.article.main##
This study aims to identify the importance of sharing the learning targets and assessment criteria with students to foster their motivation. Firstly, we have chosen to deal with learning targets and assessment criteria as concepts, highlighting their importance in the learning and assessment process. The literature review will help us to identify the theoretical background of this study, which will identify the relevant variables of learning targets, assessment criteria and motivation to learn. Secondly, the methodology which consists in quantitative methods of research will try to answer the research questions of this study: 1) How does sharing the learning targets with students influence their motivation to learn? 2) How does sharing the assessment criteria with students influence their motivation to learn? 3) How to foster student motivation to learn? Finally, the last part will give recommendations regarding the results of this study, which will help second language teachers in their teaching process.
-
Arter, J.A., & Spandel, V. (1992). Using portfolios of student work in instruction and assessment. Educational Measurement: Issues and Practice, 11, 36-44.
|
Google Scholar
-
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
|
Google Scholar
-
Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2004). Working inside the black box: assessment for learning in the classroom. Phi Delta Kappan, 86 (1), 9-22.
|
Google Scholar
-
Bruce, B.C (2001). The Inquiry Page: A Collaboratory for curricular innovation. Learning Technology, 3 (1).
|
Google Scholar
-
Chappuis, S. (2005). Is formative assessment losing its meaning? Education Week, 24 (44), 38.
|
Google Scholar
-
Chappuis, S., & Stiggins, R.J. (2002). Classroom assessment for learning. Educational Leadership, 60 (1), 40–43.
|
Google Scholar
-
Condry, J., & Chambers, J. (1978). Intrinsic motivation and the learning process. In M. Lepper & D. Greene (Eds.), The hidden costs of rewards (pp. 61-84). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
|
Google Scholar
-
Deci, E.L., & Ryan, R.M. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 54-67.
|
Google Scholar
-
Gregory, K., Cameron, C. & Davies, A. (1997). Setting and Using Criteria. Merville: BC: Connections Publishing.
|
Google Scholar
-
Harter, S., & Jackson, B.J. (1992). Trait vs. non trait conceptualizations of intrinsic / extrinsic motivational orientation. Motivation and Emotion 16, 209–230.
|
Google Scholar
-
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77.
|
Google Scholar
-
Kappan, 87(4), 324-328.Stiggins, R. (2008). Assessment Manifesto: A Call for the Development of Balance Assessment Systems. ETS Assessment Training Institute. Portland, Oregon.
|
Google Scholar
-
Maehr, M.L., & Stallings, W.M. (1972). Freedom from external evaluation. Child Development, 43, 177–185.
|
Google Scholar
-
Murphy, P.K., & Alexander, P.A. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25, 3-53.
|
Google Scholar
-
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31 (2), 199-218.
|
Google Scholar
-
Nolen, S.B., & Nicholls, J.G. (1993). Elementary school pupils' beliefs about practices for motivating pupils in mathematics. British Journal of Educational Psychology, 63, 414–430.
|
Google Scholar
-
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66 (4), 543–578.
|
Google Scholar
-
Pintrich, P.R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95 (4), 667-686.
|
Google Scholar
-
Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144.
|
Google Scholar
-
Stiggins, R. (2005). From formative assessment to assessment for learning: A path to success in standards-based schools. Phi Delta
|
Google Scholar
-
Williams, M., & Burden, R. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.
|
Google Scholar