Classroom Assessment in Fifth Grade Science Essay

A study was conducted to seek the hypothesis that transaction assessments foster a more positive motivational orientation for students than supplied-response assessments which take to the woods to truncate students learning strategies (Parkes & Stefanou, 2003).This was in response to general dissatisfaction arising from large-scale, high- put on the line multiple election testing, particularly among the older students who experienced higher levels of anxiety and mistrust with obligingness to standardized tests. It partook of a cost-benefit analysis of the consequences of this particular typecast of assessment mathematical function to determine whether the positive outweighed the negative.Traditional paper and pencil tests (P&P), a testing ground task format of assessment (lab), and a performance assessment (PA) were compel on three different fifth grade science classes, particularly involving Goal Orientations to supply quantitative data. Qualitative output was also obtained through with(predicate) taped interviews of the three classes. Quantitatively, goal orientation seemed to be influenced by the type of assessment used.When paired with the qualitative data, students seemed to perform well in P&P testing because they equated a good grade with competence and ability, and they believed that do well in P&P testing reflected this competency (Parkes & Stefanou, 2003). However, if receiving grades was take from the equation, students became more receptive to PA testing and were motivated to take risks and explore actually doing science rather than just knowing science (Parkes & Stefanou, 2003). integrity of the limitations of the study was that qualitative information was necessary to complete the picture presented by the quantitative data. Although the study was by no means definitive as to whether or not assessment types contributed to student motivation, it clearly showed that when paired with the stakes or consequences attributed to the assessment results, it affects the students goal orientations.Reference ListParkes, J. and Stefanou, C. (2003). Effects of classroom assessment on student motivation on fifth-grade science. The Journal of educational Research, 96 (3), 152-162.