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Value-Added Models of Assessment: Implications for Motivation and Accountability

ANDERMAN, ERIC M ; ANDERMAN, LYNLEY H ; YOUGH, MICHAEL S ; GIMBERT, BELINDA G

Educational psychologist, 2010-04-15, Vol.45 (2), p.123-137 [Peer Reviewed Journal]

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  • Title:
    Value-Added Models of Assessment: Implications for Motivation and Accountability
  • Author: ANDERMAN, ERIC M ; ANDERMAN, LYNLEY H ; YOUGH, MICHAEL S ; GIMBERT, BELINDA G
  • Is Part Of: Educational psychologist, 2010-04-15, Vol.45 (2), p.123-137
  • Description: 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.
  • Publisher: Taylor & Francis Group
  • Language: English
  • Identifier: ISSN: 0046-1520
    EISSN: 1532-6985
    DOI: 10.1080/00461521003703045

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