A Systematic Review of the Impact of Summative Assessment and Tests on Students' Motivation for Learning
REVIEW June 2002 EPPI-Centre A systematic review of the impact of summative assessment and tests on students' motivation for learning Review conducted by the Assessment and Learning Research Synthesis Group Evidence for Policy and Practice Information and Co-ordinating Centre The EPPI-Centre is part of the Social Science Research Unit, Institute of Education, University of London http://eppi.ioe.ac.uk/ AUTHORS AND INSTITUTIONAL BASES This work is a review of the Assessment and Learning Research Synthesis Group (ALRSG). It was conducted following the procedures for systematic review developed by the EPPI-Centre and in collaboration with David Gough and Dina Kiwan, and with help from other members of the EPPI-Centre education team. Principal authors Wynne Harlen, Graduate School of Education, University of Bristol. Ruth Deakin Crick, Graduate School of Education, University of Bristol. ALRSG members Professor Patricia Broadfoot, University of Bristol Professor Richard Daugherty, University of Wales, Aberystwyth Professor John Gardner, Queen’s University, Belfast Professor Wynne Harlen, University of Bristol Dr Mary James, University of Cambridge Dr Gordon Stobart, Institute of Education, University of London (The above are also members of the Assessment Review Group.) Mr P Dudley, Head of School Improvement and Lifelong Learning, Redbridge, and member of AAIA Mr R Bevan, Deputy Headteacher, King Edward VI Grammar School, Chelmsford Ms P Rayner, Headteacher, Caldecote Primary School, Cambridge Dr Ruth Deakin Crick, Researcher EPPI-Centre members Dr David Gough, Deputy Director Ms Dina Kiwan, Education Research Officer Expert advisers to the ALRSG The ALRSG is advised by the following international experts: Dr Steven Bakker, ETS International, The Netherlands Dr Dennis Bartels, President, TERC, Cambridge, MA.
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