Training teachers to assess in a more motivating way – the effects on teacher and student outcomes

Previous research argues that grading is negatively related to students’ motivational experiences whilst Assessment for Learning (AfL; to build progress and detect personal progress) is positively related to students’ motivational experiences. However, it is under investigated whether teachers could learn to implement AfL-teaching strategies more and if such strategies could positively influence students’ motivational experiences. To investigate this, we developed a one-day professional development (PD) programme for teachers on how to assess in a more motivating way. In a quasi-experimental design, a sample of 14 physical education (PE) secondary school teachers (N=6 intervention group, N=8 control group) and 222 students participated in this study. Questionnaires measuring the extent of applied AfL-strategies (completed by teachers and students) and students’ motivational experiences (completed by students) were completed pre and post intervention. MANOVA’s were conducted on teacher data and multilevel regression analyses were deployed on student data. Favourable intervention effects were found in the student reports. The intervention prevented students from a decrease in motivational experiences. However, these effects were not evident in the teacher reports. Results suggest that a first step in the right direction has been made. It is recommended to replicate the present study with a larger sample size and to extend the duration of the PD programme so that more collaborative and reflective practices can take place. Only then, teachers will be provided with an opportunity to internalize and implement the AfL-teaching strategies in a more efficient way and larger effects might be obtained in students’ motivational experiences