TY - JOUR
T1 - Engaged participation
T2 - A sociocultural model of motivation with implications for educational assessment
AU - Hickey, Daniel T.
AU - Zuiker, Steven J.
N1 - Funding Information:
The research described in this article was supported by National Science Foundation Grant REC-0196225 to the University of Georgia. The opinions presented here belong to the authors and do not necessarily represent the positions of the University of Georgia or the National Science Foundation. Jim Pellegrino provided invaluable feedback in the preparation of this article; Paul Cobb and Ann Renninger provided valuable feedback on earlier versions. Amy Ourso assisted in the preparation of the manuscript. Collaborators on the GenScope Assessment Project were Ann Kruger, Laura Fredrick, and Nancy Schafer, of Georgia State University; Ann Kindfield of Educational Designs Unlimited and Paul Horwitz of the Concord Consortium made significant contributions to that project as well. Graduate assistants and classroom teachers included Novella Abbott, Bobby Bable, Bryon Hand, Nam-Hwa Kang, Gerda Louizi, Marina Michael, Marcus Norman, Annette Parrott, John Price, and Art Russell. We gratefully acknowledge the district administrators who helped coordinate our efforts and the students who participated in it.
PY - 2005
Y1 - 2005
N2 - This article considers issues in educational reform, particularly accountability-oriented policies, and student motivation. We argue that prominent theories of motivation derived from cognitive traits/states are antithetical to the assumptions underlying conventional assessment formats and accountability-oriented reforms. We advance an alternative perspective that emerges from sociocultural assumptions. In this perspective, the values and beliefs that motivate engagement in learning reside alongside the practices that characterize knowledge communities and, together, constitute a model of practice. We therefore explore the complex issue of reconciliation between the activities of individuals and social contexts and how "dialectical" reconciliation addresses tensions between classroom assessment and external testing, and between formative and summative functions of assessment. Data and conclusions from a program of research in science education illustrate and warrant these considerations.
AB - This article considers issues in educational reform, particularly accountability-oriented policies, and student motivation. We argue that prominent theories of motivation derived from cognitive traits/states are antithetical to the assumptions underlying conventional assessment formats and accountability-oriented reforms. We advance an alternative perspective that emerges from sociocultural assumptions. In this perspective, the values and beliefs that motivate engagement in learning reside alongside the practices that characterize knowledge communities and, together, constitute a model of practice. We therefore explore the complex issue of reconciliation between the activities of individuals and social contexts and how "dialectical" reconciliation addresses tensions between classroom assessment and external testing, and between formative and summative functions of assessment. Data and conclusions from a program of research in science education illustrate and warrant these considerations.
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U2 - 10.1207/s15326977ea1003_7
DO - 10.1207/s15326977ea1003_7
M3 - Review article
AN - SCOPUS:27844502122
SN - 1062-7197
VL - 10
SP - 277
EP - 305
JO - Educational Assessment
JF - Educational Assessment
IS - 3
ER -