References
- Alishah, A. R., & Dolmaci, M. (2013). The interface between self-efficacy concerning the self-assessment on students studying English as a foreign language. Procedia-Social and Behavioral Sciences, 70, 873-881.
- Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5-25. doi.org/10.1080/0969594X.2010.513678.
- Black, P., & Wiliam, D. (1998a). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5(1), 1-10.
- Black, P., & Wiliam, D. (1998b). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148
- Blumenfeld, P. C. (1992). Classroom learning and motivation: Clarifying and expanding goal theory.Journal of Educational Psychology, 84(3), 272-281.
- Boud, D., & Falchikov, N. (2007). Rethinking assessment in higher education: Learning for the longer term. London: Routledge.
- Brookhart, S. M. 2008. How to give effective feedback to your students. Alexandria, VA: Association of Supervision and Curriculum Development.
- Brookhart, S., Moss, C., & Long, B. (2008). Formative assessment that empowers. Educational Leadership, 66(3), 52-57.
- Brufee, K.A. (1995). Sharing our toys: Cooperative learning versus collaborative learning. Change, 27(1), 12- 18.
- Butler, R., & Neuman, O. (1995). Effects of task and ego achievement goals on help-seeking behaviors and attitudes. Journal of Educational Psychology, 87, 261-271.
- Carless, D. (2007). Learningâ€Âoriented assessment: conceptual bases and practical implications. Innovations in Education and Teaching International, 44(1), 57-66.
- Carless, D. (2007). Learningâ€Âoriented assessment: conceptual bases and practical implications. Innovations in Education and Teaching International, 44(1), 57-66.
- Cauley K.M. & McMillan, J.H. (2010). Formative assessment techniques to support student motivation and achievement. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(1), 1-6.
- Clark, I. (2011). Formative assessment: Policy, perspectives, and practice. Florida Journal of Educational Administration & Policy, 4(2), 158-180.
- Evans, D. J., Zeun, P., & Stanier, R. A. (2014). Motivating student learning using a formative assessment journey. Journal of anatomy, 224(3), 296-303.
- Faber, J. M., Luyten, H., & Visscher, A. J. (2017). The effects of a digital formative assessment tool on mathematics achievement and student motivation: Results of a randomized experiment. Computers & education, 106, 83-96.
- Geisler-Brenstein, E., & Schmeck, R. R. (1996). The revised inventory of learning processes: A multifaceted perspective on individual differences in learning. In M. Birenbaum & F. J. R. C. Dochy (Eds.), Alternatives in assessment of achievements, learning processes and prior knowledge (284-317). Boston, MA: Kluwer Academic Publishers.
- Gioka, O. (2009). Teacher or examiner? The tensions between formative and summative assessment in the case of science coursework. Research in Science Education, 39(4), 411.
- Harris, L., Irving, S. E., & Peterson, E. (2008). Secondary Teachers' Conceptions of the Purpose of Assessment and Feedback. Paper presented at the Australian Association for Research in Education Conference, Brisbane University, Japan.
- Husman, J., Brem, S., & Duggan, M. A. (2005). Student goal orientation and formative assessment. Academic Exchange Quarterly, 9(3), 355-359.
- Kirton, Alison, Susan Hallam, Jack Peffers, Pamela Robertson, and Gordon Stobart.
- McMillan, J.H. (2004). Classroom assessment: Principles and practice for effective instruction (3rd Ed). Boston: Pearson.
- Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77- 86.
- Nicol, D. J., & Macfarlaneâ€ÂDick, D. (2006). Formative assessment and selfâ€Âregulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2), 199-218.
- Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
- Rakoczy, K., Pinger, P., Hochweber, J., Klieme, E., Schütze, B., & Besser, M. (2019). Formative assessment in mathematics: Mediated by feedback's perceived usefulness and students' self-efficacy. Learning and Instruction, 60, 154-165.
- Ruizâ€ÂPrimo, M. A., & Furtak, E. M. (2007). Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry. Journal of research in science teaching, 44(1), 57-84.
- Sambell, K., McDowell, L., & Montgomery, C. (2013). Assessment for Learning in Higher Education. Abington: Routledge.
- Schunk, D. H., & Swartz, C. W. (1993). Goals and progress feedback: Effects on self-efficacy and writing achievement. Contemporary Educational Psychology, 18, 337-354.
- Siero, F., & Van Oudenhoven, J. P. (1995). The effects of contingent feedback on perceived control and performance. European Journal of Psychology of Education, 10, 13-24.
- Simms, M., & George, B. (2014). Approaching assessment from a learning perspective: Elevating assessment beyond technique. Educational Assessment Evaluation and Accountability, 26(1), 95- 104. doi:10.1007/s11092-013-9176-8.
- Stiggins, R., (2007). Assessment through the student's eye. Educational Leadership, 64(8), 22-26. Retrieved from http://tinyurl.com/ctz7vb
- Torrance, H. (2007). Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning. Assessment in Education: Principles, Policy & Practice, 14(3).
- Vispoel, W. P., & Austin, J. R. (1995). Success and failure in junior high school: A critical incident approach to understanding students' attributional beliefs. American Educational Research Journal, 32(2), 377-412.
- Yin, Y., Shavelson, R., Ayala, C., Ruiz-Primo, M.A., Brandon, P., & Furtak, E. (2008). On the impact of formative assessment on student motivation, achievement, and conceptual change. Applied Measurement in Education, 21(4), 335-359.
- Alishah, A. R., & Dolmaci, M. (2013). The interface between self-efficacy concerning the self-assessment on students studying English as a foreign language. Procedia-Social and Behavioral Sciences, 70, 873-881.
- Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5-25. doi.org/10.1080/0969594X.2010.513678.
- Black, P., & Wiliam, D. (1998a). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5(1), 1-10.
- Black, P., & Wiliam, D. (1998b). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148
- Blumenfeld, P. C. (1992). Classroom learning and motivation: Clarifying and expanding goal theory.Journal of Educational Psychology, 84(3), 272-281.
- Boud, D., & Falchikov, N. (2007). Rethinking assessment in higher education: Learning for the longer term. London: Routledge.
- Brookhart, S. M. 2008. How to give effective feedback to your students. Alexandria, VA: Association of Supervision and Curriculum Development.
- Brookhart, S., Moss, C., & Long, B. (2008). Formative assessment that empowers. Educational Leadership, 66(3), 52-57.
- Brufee, K.A. (1995). Sharing our toys: Cooperative learning versus collaborative learning. Change, 27(1), 12- 18.
- Butler, R., & Neuman, O. (1995). Effects of task and ego achievement goals on help-seeking behaviors and attitudes. Journal of Educational Psychology, 87, 261-271.
- Carless, D. (2007). Learningâ€Âoriented assessment: conceptual bases and practical implications. Innovations in Education and Teaching International, 44(1), 57-66.
- Carless, D. (2007). Learningâ€Âoriented assessment: conceptual bases and practical implications. Innovations in Education and Teaching International, 44(1), 57-66.
- Cauley K.M. & McMillan, J.H. (2010). Formative assessment techniques to support student motivation and achievement. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(1), 1-6.
- Clark, I. (2011). Formative assessment: Policy, perspectives, and practice. Florida Journal of Educational Administration & Policy, 4(2), 158-180.
- Evans, D. J., Zeun, P., & Stanier, R. A. (2014). Motivating student learning using a formative assessment journey. Journal of anatomy, 224(3), 296-303.
- Faber, J. M., Luyten, H., & Visscher, A. J. (2017). The effects of a digital formative assessment tool on mathematics achievement and student motivation: Results of a randomized experiment. Computers & education, 106, 83-96.
- Geisler-Brenstein, E., & Schmeck, R. R. (1996). The revised inventory of learning processes: A multifaceted perspective on individual differences in learning. In M. Birenbaum & F. J. R. C. Dochy (Eds.), Alternatives in assessment of achievements, learning processes and prior knowledge (284-317). Boston, MA: Kluwer Academic Publishers.
- Gioka, O. (2009). Teacher or examiner? The tensions between formative and summative assessment in the case of science coursework. Research in Science Education, 39(4), 411.
- Harris, L., Irving, S. E., & Peterson, E. (2008). Secondary Teachers' Conceptions of the Purpose of Assessment and Feedback. Paper presented at the Australian Association for Research in Education Conference, Brisbane University, Japan.
- Husman, J., Brem, S., & Duggan, M. A. (2005). Student goal orientation and formative assessment. Academic Exchange Quarterly, 9(3), 355-359.
- Kirton, Alison, Susan Hallam, Jack Peffers, Pamela Robertson, and Gordon Stobart.
- McMillan, J.H. (2004). Classroom assessment: Principles and practice for effective instruction (3rd Ed). Boston: Pearson.
- Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77- 86.
- Nicol, D. J., & Macfarlaneâ€ÂDick, D. (2006). Formative assessment and selfâ€Âregulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2), 199-218.
- Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
- Rakoczy, K., Pinger, P., Hochweber, J., Klieme, E., Schütze, B., & Besser, M. (2019). Formative assessment in mathematics: Mediated by feedback's perceived usefulness and students' self-efficacy. Learning and Instruction, 60, 154-165.
- Ruizâ€ÂPrimo, M. A., & Furtak, E. M. (2007). Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry. Journal of research in science teaching, 44(1), 57-84.
- Sambell, K., McDowell, L., & Montgomery, C. (2013). Assessment for Learning in Higher Education. Abington: Routledge.
- Schunk, D. H., & Swartz, C. W. (1993). Goals and progress feedback: Effects on self-efficacy and writing achievement. Contemporary Educational Psychology, 18, 337-354.
- Siero, F., & Van Oudenhoven, J. P. (1995). The effects of contingent feedback on perceived control and performance. European Journal of Psychology of Education, 10, 13-24.
- Simms, M., & George, B. (2014). Approaching assessment from a learning perspective: Elevating assessment beyond technique. Educational Assessment Evaluation and Accountability, 26(1), 95- 104. doi:10.1007/s11092-013-9176-8.
- Stiggins, R., (2007). Assessment through the student's eye. Educational Leadership, 64(8), 22-26. Retrieved from http://tinyurl.com/ctz7vb
- Torrance, H. (2007). Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning. Assessment in Education: Principles, Policy & Practice, 14(3).
- Vispoel, W. P., & Austin, J. R. (1995). Success and failure in junior high school: A critical incident approach to understanding students' attributional beliefs. American Educational Research Journal, 32(2), 377-412.
- Yin, Y., Shavelson, R., Ayala, C., Ruiz-Primo, M.A., Brandon, P., & Furtak, E. (2008). On the impact of formative assessment on student motivation, achievement, and conceptual change. Applied Measurement in Education, 21(4), 335-359.
Cite this article
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APA : Hameed, S., & Akhter, M. (2020). Effect of Instructionally Embedded Formative Assessment on Students' Motivation to Learn at Higher Education Level. Global Regional Review, V(I), 488-499. https://doi.org/10.31703/grr.2020(V-I).52
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CHICAGO : Hameed, Shumaila, and Mumtaz Akhter. 2020. "Effect of Instructionally Embedded Formative Assessment on Students' Motivation to Learn at Higher Education Level." Global Regional Review, V (I): 488-499 doi: 10.31703/grr.2020(V-I).52
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HARVARD : HAMEED, S. & AKHTER, M. 2020. Effect of Instructionally Embedded Formative Assessment on Students' Motivation to Learn at Higher Education Level. Global Regional Review, V, 488-499.
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MHRA : Hameed, Shumaila, and Mumtaz Akhter. 2020. "Effect of Instructionally Embedded Formative Assessment on Students' Motivation to Learn at Higher Education Level." Global Regional Review, V: 488-499
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MLA : Hameed, Shumaila, and Mumtaz Akhter. "Effect of Instructionally Embedded Formative Assessment on Students' Motivation to Learn at Higher Education Level." Global Regional Review, V.I (2020): 488-499 Print.
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OXFORD : Hameed, Shumaila and Akhter, Mumtaz (2020), "Effect of Instructionally Embedded Formative Assessment on Students' Motivation to Learn at Higher Education Level", Global Regional Review, V (I), 488-499
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TURABIAN : Hameed, Shumaila, and Mumtaz Akhter. "Effect of Instructionally Embedded Formative Assessment on Students' Motivation to Learn at Higher Education Level." Global Regional Review V, no. I (2020): 488-499. https://doi.org/10.31703/grr.2020(V-I).52