A theoretical framework for the role of classroom assessment in motivating student effort and achievement

This article presents a theory about the role of classroom assessment in motivating student effort and achievement. The theory postulates that in any particular class, the classroom assessment environment is played out in repeated classroom assessment events, activity segments with associated expectations and assessments. Within a classroom assessment event, a teacher communicates to students through assignments, activities, and feedback on performance, and students respond according to their perceptions of these learning opportunities and their perceived efficacy to accomplish the tasks. The classroom assessment environment concept offers a way to integrate individual (students) and group (a class with one teacher) aspects of effort and achievement into one theoretical framework. The classroom assessment event concept offers a mechanism for how curriculum, instructional activities, and assessments impact student effort and achievement.