Reflections on the Impact of Absence of Summative Assessment on Students' Motivation and Learning

dc.contributor.author Munzur, Zeynep
dc.date.accessioned 2023-10-19T15:12:10Z
dc.date.available 2023-10-19T15:12:10Z
dc.date.issued 2014
dc.department-temp [Munzur, Zeynep] Kadir Has Univ, Prep Sch English instructor, Istanbul, Turkey en_US
dc.description.abstract It has been argued for many years whether assessment and grading systems make students learn better and motivate them toward learning. Grades are seen as the external agents that are taken from formative assessment which have summative value in the process of learning. The primary goal of grading is to measure students' achievement of the learning in a curriculum. These numerical signs serve as evidence about students' competence and their performance in the learning process. In some cases, getting a grade from an exam or a task not only assesses what one knows, but also enhances one's motivation for learning. Students need to see the results of their performance and the gap between the actual and desired goals in the process. Therefore, grades also help students shape their future learning goals and make them autonomous learners since they are the outcomes of formative assessment which goes together with summative assessment. This paper provides an insight into the impact of the absence of summative assessment and grades for motivation and learning in an urban English Prep school of a foundation university in Istanbul. The problem is students do not have to accomplish summative purposes of the assessment of the curriculum to enter the Proficiency exam in the second semester. In other words, they do not need to meet the requirements of the curriculum accept attending the lessons. The study sheds a light on the process and results of the absence of summative assessment and grades in one semester of the academic year. The findings of the study provide reflections and current evidence for the issue of whether this absence can have a positive or negative impact on students' motivation and learning. en_US
dc.identifier.citationcount 0
dc.identifier.endpage 89 en_US
dc.identifier.issn 2146-8249
dc.identifier.issue 6 en_US
dc.identifier.startpage 71 en_US
dc.identifier.uri https://hdl.handle.net/20.500.12469/5362
dc.identifier.wos WOS:000219050000006 en_US
dc.institutionauthor Munzur, Zeynep
dc.khas 20231019-WoS en_US
dc.language.iso en en_US
dc.publisher Nesibe Aydin Education Inst en_US
dc.relation.ispartof Journal of Education and Future-Egitim Ve Gelecek Dergisi en_US
dc.relation.publicationcategory Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı en_US
dc.rights info:eu-repo/semantics/closedAccess en_US
dc.subject Intrinsic Motivation
dc.subject Classroom
dc.subject Feedback
dc.subject Intrinsic Motivation En_Us
dc.subject Classroom En_Us
dc.subject Performance
dc.subject Feedback En_Us
dc.subject Autonomy
dc.subject Performance En_Us
dc.subject Assessment en_US
dc.subject Autonomy En_Us
dc.subject summative assessment en_US
dc.subject News
dc.subject motivation en_US
dc.subject News En_Us
dc.subject learning en_US
dc.title Reflections on the Impact of Absence of Summative Assessment on Students' Motivation and Learning en_US
dc.type Article en_US
dc.wos.citedbyCount 0
dspace.entity.type Publication

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