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The Impact of Evaluation Processes on Students

https://doi.org/10.1207/s15326985ep2202_4
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

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Toward understanding the role of tasks in behavioral research
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Toward a theory of task motivation and incentives
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Learned helplessness in high school students following experience of noncontingent rewards
inferredcites →https://doi.org/10.1016/0191-491x(83)90026-3openalex-snapshot
Achievement evaluation: A fundamental difference and its motivational consequences
inferredcites →https://doi.org/10.1016/0191-491x(83)90028-7openalex-snapshot
Achievement feedback and its effects on pupils — A quasi-experimental and longitudinal study of kinds of differential feedback, norm-referenced and criterion-referenced feedback
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Responses to Uncontrollable Outcomes: An Integration of Reactance Theory and the Learned Helplessness Model
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The academic achievement test: Its historical context and social functions.
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Education and distributive justice: Some reflections on grading systems.
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Teacher comments, letter grades, and student performance: What do we really know?
inferredcites →https://doi.org/10.1037//0022-0663.69.6.710openalex-snapshot
Goal setting: The effects on an academic task with varying magnitudes of incentive.
inferredcites →https://doi.org/10.1037//0022-0663.71.2.259openalex-snapshot
The informational value of evaluative behavior: Influences of praise and blame on perceptions of ability.
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Effects of individual learning expectations on student achievement.
inferredcites →https://doi.org/10.1037//0022-0663.73.4.518openalex-snapshot
Alternative student evaluation structures and a focused schedule of instruction in an innercity junior high school.
inferredcites →https://doi.org/10.1037/0021-843x.87.1.49openalex-snapshot
Learned helplessness in humans: Critique and reformulation.
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Causal influence of teachers' expectations on children's academic performance: A cross-lagged panel analysis.
inferredcites →https://doi.org/10.1037/0022-0663.71.1.3openalex-snapshot
A theory of motivation for some classroom experiences.
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The informational value of evaluative behavior: Influences of praise and blame on perceptions of ability.
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The sociology of teaching.
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Effects of experimentally induced expectancies of external control: An investigation of learned helplessness.
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Teacher comments and student performance: A seventy-four classroom experiment in school motivation.
inferredcites →https://doi.org/10.1037/h0049294openalex-snapshot
Instructional technology and the measurement of learing outcomes: Some questions.
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Differential effects of two grading systems on student performance.
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On “Grading on the Curve”
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Marks and Marking Systems: A Digest
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Evaluation Systems and Attributional Tendencies in the Classroom: A Sociological Approach
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Teacher Perspectives of Their Instructional Use of Tests
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Effect of Teacher Vagueness and Use of Lecture Notes on Student Performance
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Teachers’ Evaluative Comments and Pupil Perception of Control
inferredcites →https://doi.org/10.1080/00357529.1965.11765799openalex-snapshot
Educational Leadership
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Separating incentives, feedback, and evaluation: Toward a more effective classroom system
inferredcites →https://doi.org/10.1080/01619566309537150openalex-snapshot
Marking and reporting practices in the American secondary school
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Evaluation in the Affective Domain
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Effective Schools: A Review
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Marks and Marking Systems
inferredcites →https://doi.org/10.1111/(issn)1745-3984openalex-snapshot
Journal of Educational Measurement
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STUDENT PERCEPTIONS OF FREQUENT QUIZZES AND POST‐MORTEM DISCUSSIONS OF TESTS1
inferredcites →https://doi.org/10.1111/j.1745-3984.1969.tb00654.xopenalex-snapshot
IMPLICATIONS OF CRITERION‐REFERENCED MEASUREMENT1,2
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TEACHER EDUCATION CURRICULA–YOUR FINAL GRADE IS F
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STANDARDS AND CRITERIA
inferredcites →https://doi.org/10.1111/j.1745-3984.1981.tb00844.xopenalex-snapshot
OVERLAP: WHAT'S TESTED, WHAT'S TAUGHT?
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TESTING AND INSTRUCTION: LINKS AND DISTINCTIONS
inferredcites →https://doi.org/10.1177/016146817607700403openalex-snapshot
Friendship and Fairness: Ideological Tensions in an American High School
inferredcites →https://doi.org/10.1177/016146817607800106openalex-snapshot
You Can Talk to Teachers: Student-Teacher Relations in an Alternative High School
inferredcites →https://doi.org/10.2307/1162196openalex-snapshot
The Effects of Locus of Control, Academic Failure and Task Dimensions on a Student's Responsiveness to Praise
inferredcites →https://doi.org/10.2307/1162509openalex-snapshot
The Effect of Classroom Structure on Shared Perceptions of Ability
inferredcites →https://doi.org/10.2307/1162985openalex-snapshot
The Accuracy of Teachers' Ratings of Ability: A Regression Model
inferredcites →https://doi.org/10.2307/1169908openalex-snapshot
Criterion-Referenced Testing and Measurement: A Review of Technical Issues and Developments
inferredcites →https://doi.org/10.2307/1170404openalex-snapshot
Tetrahedral and Pyramid Models in Educational Research: A Rejoinder to Fagley and Miller
inferredcites →https://doi.org/10.2307/2062964openalex-snapshot
Evaluation and the Exercise of Authority.
inferredcites →https://doi.org/10.2307/2112356openalex-snapshot
Classroom Structure and the Organization of Ability
inferredcites →https://doi.org/10.2307/2112357openalex-snapshot
Classroom Organization and the Perception of Ability
inferredcites →https://doi.org/10.2307/2112483openalex-snapshot
Performance Standards, Student Effort on Homework, and Academic Achievement
inferredcites →https://doi.org/10.2307/814746openalex-snapshot
EJ Workshop: Assessing the Process and the Product: An Alternative Reading and Study Evaluation
inferredcites →https://doi.org/10.3102/00346543047001087openalex-snapshot
Classroom Reward Structures and Academic Performance
inferredcites →https://doi.org/10.3102/00346543047004633openalex-snapshot
Classroom Reward Structure: An Analytical and Practical Review
inferredcites →https://doi.org/10.3102/00346543053002159openalex-snapshot
Academic Work
inferredcites →https://doi.org/10.3102/00346543055004415openalex-snapshot
Raising Standards and Retaining Students: The Impact of the Reform Recommendations on Potential Dropouts
inferredcites →https://doi.org/10.3758/bf03328587openalex-snapshot
The facilitating effects of prior inescapable/unavoidable stress on intellectual performance

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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A Theoretical Framework for the Role of Classroom Assessment in Motivating Student Effort and Achievement
inferred← citeshttps://doi.org/10.1207/s15324818ame1204_5openalex-snapshot
Testing a Theory About the Role of Classroom Assessment in Student Motivation and Achievement
inferred← citeshttps://doi.org/10.1207/s15326985ep2903_4openalex-snapshot
Toward an educational psychology of assessment for teaching and learning: Theories, contexts, and validation arguments
inferred← citeshttps://doi.org/10.12698/cpre.2009.rb51openalex-snapshot
Can Interim Assessments be Used for Instructional Change
inferred← citeshttps://doi.org/10.12698/cpre.2009.rr65openalex-snapshot
From Testing to Teaching: The Use of Interim Assessments in Classroom Instruction
inferred← citeshttps://doi.org/10.12698/cpre.2013.tropenalex-snapshot
TASK Technical Report
inferred← citeshttps://doi.org/10.12794/metadc407820openalex-snapshot
The Validation of a Short-cycle Formative Assessment Observation Protocol for Science and Mathematics Instruction
inferred← citeshttps://doi.org/10.1287/orsc.2018.1240openalex-snapshot
Does the Middle Conform or Compete? Quality Thresholds Predict the Locus of Innovation
inferred← citeshttps://doi.org/10.12973/ijem.3.2.103openalex-snapshot
Measuring Teachers’ Assessment for Learning (AfL) Classroom Practices in Elementary Schools
inferred← citeshttps://doi.org/10.12973/iji.2018.11340aopenalex-snapshot
Classroom Assessment Practices of Teachers in Turkey
inferred← citeshttps://doi.org/10.14195/1647-8614_40-3_13openalex-snapshot
Vinte anos de avaliação das aprendizagens: Uma síntese interpretativa de artigos publicados em Portugal
inferred← citeshttps://doi.org/10.14204/ejrep.40.15177openalex-snapshot
Predicting Students’ Academic Achievement: Contributions of Perceptions of Classroom Assessment Tasks and Motivated Learning Strategies
inferred← citeshttps://doi.org/10.14712/23362189.2017.424openalex-snapshot
Formativní hodnocení v praxi české základní školy
inferred← citeshttps://doi.org/10.15405/futureacademy/ejsbs(2301-2218).2012.1.8openalex-snapshot
The Enabling Constraints of Building an Assessment Pedagogy: Engaging Pre-service Teachers in a Professional Exploration of Current Conceptions of Classroom Assessment
inferred← citeshttps://doi.org/10.1590/s0101-73302008000100014openalex-snapshot
Algumas reflexões acerca dos saberes dos alunos em Portugal
inferred← citeshttps://doi.org/10.17576/gema-2014-1401-07openalex-snapshot
Relationship between Teacher’s Personality, Monitoring, Learning Environment, and Students’ EFL Performance
inferred← citeshttps://doi.org/10.17759/jmfp.2016050305openalex-snapshot
Formative assessment (assessment for learning) educational achievements of students
inferred← citeshttps://doi.org/10.17760/d20003393openalex-snapshot
An examination of 8th grade students' perceptions of learning environment in relation to their academic performance
inferred← citeshttps://doi.org/10.17760/d20409202openalex-snapshot
Promoting students' learning through constructive feedback strategies
inferred← citeshttps://doi.org/10.1787/9789264007413-enopenalex-snapshot
Formative Assessment
inferred← citeshttps://doi.org/10.1787/9789264007420-fropenalex-snapshot
L'évaluation formative
inferred← citeshttps://doi.org/10.1787/9789264086487-6-enopenalex-snapshot
The crucial role of motivation and emotion in classroom learning
inferred← citeshttps://doi.org/10.1787/9789264086487-9-enopenalex-snapshot
Co-operative learning: what makes group-work work?
inferred← citeshttps://doi.org/10.1787/9789264086487-enopenalex-snapshot
The Nature of Learning
inferred← citeshttps://doi.org/10.1787/9789636825614-huopenalex-snapshot
Formative Assessment
inferred← citeshttps://doi.org/10.18222/eae.v32.7560openalex-snapshot
Avaliação como aprendizagem: conceptualização e mapeamento de estudos
inferred← citeshttps://doi.org/10.18297/etd/684openalex-snapshot
Teachers valuation and implementation of formative assessment strategies in elementary science classrooms.
inferred← citeshttps://doi.org/10.18662/lumproc.96openalex-snapshot
Progressing, Individualizing and Monitoring of the Students’ Learning. Tools and Methodological Benchmarks
inferred← citeshttps://doi.org/10.18844/gjflt.v5i0.48openalex-snapshot
Formative assessment in the EFL context of kermanshah high schools: Teachers' familiarity and application
inferred← citeshttps://doi.org/10.20381/ruor-23768openalex-snapshot
Role of Learning Management Systems for Formative Assessment in Higher Education
inferred← citeshttps://doi.org/10.20853/31-2-1352openalex-snapshot
nnovation in conducting writing retreats for academic staff in higher education
inferred← citeshttps://doi.org/10.20853/37-5-5397openalex-snapshot
Do assessment loads affect student success? An investigation at an Economics Department at the undergraduate level
inferred← citeshttps://doi.org/10.22550/2174-0909.2611openalex-snapshot
Evaluación formativa y resultados de aprendizaje en los centros que imparten Educación Secundaria Obligatoria
inferred← citeshttps://doi.org/10.2304/pfie.2012.10.4.421openalex-snapshot
Assessment with Distinctly Defined Criteria: A Research Study of a National Project
inferred← citeshttps://doi.org/10.2304/pfie.2012.10.4.447openalex-snapshot
Building Teacher Capacity within the Evolving Assessment Culture in Canadian Education
inferred← citeshttps://doi.org/10.2307/2112829openalex-snapshot
Family Effects on Students' Achievement in Thailand and Malawi
inferred← citeshttps://doi.org/10.25100/lenguaje.v41i2.4973openalex-snapshot
Assessment Practices in the English and French Component of a Foreign Languages Teacher Education Program
inferred← citeshttps://doi.org/10.25115/ejrep.v9i25.1466openalex-snapshot
Introducing National Tests in Swedish Primary Education: Implications for Test Anxiety
inferred← citeshttps://doi.org/10.25904/1912/69openalex-snapshot
Middle Years Students Perceptions and Reactions to NAPLAN: The Student Voice
inferred← citeshttps://doi.org/10.26021/9559openalex-snapshot
Senior ESOL students' experiences of and attitudes towards formative assessment in mainstream secondary classrooms
inferred← citeshttps://doi.org/10.26180/4597195openalex-snapshot
Do you see what I see? Teacher perceptions of change
inferred← citeshttps://doi.org/10.26529/cepsj.500openalex-snapshot
Teacher Subjectivity Regarding Assessment: Exploring English as a Foreign Language Teachers’ Conceptions of Assessment Theories that Influence Student Learning
inferred← citeshttps://doi.org/10.26686/wgtn.17000410openalex-snapshot
Using Learning Stories in Secondary Social Studies: Gathering, Analysing and Using Evidence to Support Learners' Conceptual Understandings.
inferred← citeshttps://doi.org/10.26686/wgtn.17000410.v1openalex-snapshot
Using Learning Stories in Secondary Social Studies: Gathering, Analysing and Using Evidence to Support Learners' Conceptual Understandings.
inferred← citeshttps://doi.org/10.26686/wgtn.17006677openalex-snapshot
Formative assessment and feedback in the primary classroom: An interplay between teachers' beliefs and practices
inferred← citeshttps://doi.org/10.28945/1634openalex-snapshot
Peer Assessment of Soft Skills and Hard Skills
inferred← citeshttps://doi.org/10.3102/00346543058004438openalex-snapshot
The Impact of Classroom Evaluation Practices on Students
inferred← citeshttps://doi.org/10.3102/00346543068003249openalex-snapshot
Peer Assessment Between Students in Colleges and Universities
inferred← citeshttps://doi.org/10.3102/00346543241233015openalex-snapshot
Preparing Teacher Candidates to Assess for Learning: A Systematic Review
inferred← citeshttps://doi.org/10.3102/0162373711412765openalex-snapshot
A Multistate District-Level Cluster Randomized Trial of the Impact of Data-Driven Reform on Reading and Mathematics Achievement
inferred← citeshttps://doi.org/10.3102/1443570openalex-snapshot
Effects of College Science Grading Policies on Students' Mind-Sets and Motivation
inferred← citeshttps://doi.org/10.31390/gradschool_disstheses.354openalex-snapshot
An Exploratory Study of the Influence of National and State Standards on Middle School Science Teachers' Classroom Assessment Practices.
inferred← citeshttps://doi.org/10.32884/ideas.v9i4.1540openalex-snapshot
Analisis Kompetensi Guru dalam Memahami Konsep dan Praktik Penilaian dalam Pembelajaran di Sekolah
inferred← citeshttps://doi.org/10.36394/jhss/16/1a/4openalex-snapshot
أثر أنموذج مقترح للتقويم من أجل التعلم في تحصيل طالبات الصف السادس الابتدائي الدراسي في مادة العلوم
inferred← citeshttps://doi.org/10.37514/int-b.2017.0919openalex-snapshot
Research on Writing: Multiple Perspectives
inferred← citeshttps://doi.org/10.37514/int-b.2017.0919.2.04openalex-snapshot
Rehabilitation of Lexical Orthography in Writers with Dysorthographia
inferred← citeshttps://doi.org/10.37514/int-b.2017.0919.2.05openalex-snapshot
Writing, Memory and Association: Newly Literate Students and Their Poetry Creation Processes
inferred← citeshttps://doi.org/10.37514/int-b.2017.0919.2.07openalex-snapshot
Schooled Literacy in Teenagers� Online Writing
inferred← citeshttps://doi.org/10.37514/int-b.2017.0919.2.19openalex-snapshot
Writing in Discussion Forums: Between Primary Genre and Secondary Genre
inferred← citeshttps://doi.org/10.37514/int-b.2017.0919.2.21openalex-snapshot
Use of Metadiscourse in Research Articles Written in L1 and L2 by the Same Authors
inferred← citeshttps://doi.org/10.37514/int-b.2017.0919.2.28openalex-snapshot
Pausal Behavior in the Writing Processes of Foreign and Native Language Writers: The Importance of Defining the Individual Pause Length
inferred← citeshttps://doi.org/10.3846/bme.2016.329openalex-snapshot
WHY DO I STUDY? THE MEDIATING EFFECT OF MOTIVATION AND SELF-REGULATION ON STUDENT PERFORMANCE
inferred← citeshttps://doi.org/10.3917/dbu.detro.2017.01.0221openalex-snapshot
L’évaluation à la lumière des contextes et des disciplines
inferred← citeshttps://doi.org/10.3990/1.9789036538008openalex-snapshot
The influence of school size, leadership, evaluation, and time on student outcomes
inferred← citeshttps://doi.org/10.4000/osp.5826openalex-snapshot
L’impact des pratiques scolaires d’évalution sur les motivations et le concept de soi des élèves
inferred← citeshttps://doi.org/10.4018/ijcdlm.2021010103openalex-snapshot
Teach Less and Learn More
inferred← citeshttps://doi.org/10.4135/9781446250808.n2openalex-snapshot
Assessment for Learning in the Classroom
inferred← citeshttps://doi.org/10.4135/9781446250808.n4openalex-snapshot
From Teachers to Schools: Scaling up Professional Development for Formative Assessment
inferred← citeshttps://doi.org/10.4236/jss.2018.68014openalex-snapshot
School Evaluation: A Possible Dialogue between the History and Epistemology
inferred← citeshttps://doi.org/10.4236/jss.2022.101008openalex-snapshot
Feedback amidst New Assessment Culture in Malawian Primary Schools
inferred← citeshttps://doi.org/10.4304/tpls.3.12.2169-2177openalex-snapshot
Profiling Formative Assessment Culture in EFL Teacher Education Programs in the Middle East
inferred← citeshttps://doi.org/10.4324/9780203056950openalex-snapshot
School and Classroom Organization
inferred← citeshttps://doi.org/10.4324/9780203392713-15openalex-snapshot
8CHANGING CLASSROOM PRACTICE
inferred← citeshttps://doi.org/10.4324/9781315621975-17openalex-snapshot
Changing the Assessment Relationship to Empower Teachers and Students
inferred← citeshttps://doi.org/10.4324/9781315777979-9openalex-snapshot
The Promise and Potential of E-Assessment for Learning
inferred← citeshttps://doi.org/10.46568/pjass.v7i0.316openalex-snapshot
Formative Assessment Enriches Learning: Perspectives Of Female University Teachers In Karachi (Pakistan)
inferred← citeshttps://doi.org/10.46568/pjass.v7i1.316openalex-snapshot
Formative Assessment Enriches Learning: Perspectives Of Female University Teachers In Karachi (Pakistan)
inferred← citeshttps://doi.org/10.48550/arxiv.1410.4675openalex-snapshot
Formative Assessment and its E-learning Implementation
inferred← citeshttps://doi.org/10.51415/10321/1714openalex-snapshot
Developing a Multi-stage Assessment Framework to measure e-skills level of community development workers in South Africa
inferred← citeshttps://doi.org/10.5204/thesis.eprints.204113openalex-snapshot
Secondary English feedback: A case study of contextual influences on the feedback practices of four Queensland teachers
inferred← citeshttps://doi.org/10.5430/ijhe.v4n2p198openalex-snapshot
Summative and Formative Assessment in Medicine: The Experience of an Anaesthesia Trainee
inferred← citeshttps://doi.org/10.54751/revistafoco.v16n7-060openalex-snapshot
AVALIAÇÃO EDUCACIONAL NO BRASIL: OS SISTEMAS ATUAIS MEDEM OU AVALIAM? UMA ENTREVISTA COM UM DOCENTE DO ENSINO MÉDIO
inferred← citeshttps://doi.org/10.5507/pdf.18.24453958openalex-snapshot
Rozvoj sebehodnocení žáka v technické výchově na primární škole
inferred← citeshttps://doi.org/10.5617/adno.8192openalex-snapshot
Peer feedback med videoannotering för att främja lärarstudenters reflektion
inferred← citeshttps://doi.org/10.56645/jmde.v6i12.234openalex-snapshot
Promoting Student Ownership of Learning Through High-Impact Formative Assessment Practices
inferred← citeshttps://doi.org/10.5815/ijmecs.2012.11.08openalex-snapshot
The Impact of E-assessments System on the Success of the Implementation Process
inferred← citeshttps://doi.org/10.5817/sp2025-1-6openalex-snapshot
Formativní diagnostikování a zpětná vazba: jak učitelé sledují a podporují pokrok žáků
inferred← citeshttps://doi.org/10.5937/psistra1402137ropenalex-snapshot
Unfolding the assessment process in a whole class mathematics setting
inferred← citeshttps://doi.org/10.5951/mathteacher.106.1.0028openalex-snapshot
Assessment Can Support Reasoning & Sense Making
inferred← citeshttps://doi.org/10.7275/2n8w-5483openalex-snapshot
In Pursuit of a Balanced System of Educational Assessment: An Evaluation of the Pre-Kindergarten Through 8th Grade Math Assessment System in One Massachusetts Regional School District
inferred← citeshttps://doi.org/10.7282/t3377700openalex-snapshot
Principal’s leadership, school management, and student learning outcomes
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