Influence of Classroom Assessment on Motivation, Autonomy and Creativity in Children

In the present study, classes of Grade 4 students in each of Ontario and Notodden will work individually on a creative art project over the span of between six to eight weeks. A 2 x 2 design with teacher feedback (positive and general vs. positive and constructive) and evaluation expectation (expecting evaluation vs. not expecting evaluation) as the independent variables will be used. Students will complete a measure of intrinsic/extrinsic motivation and perceived autonomy before and after completing their art project. Pre- and post-test results will be compared to determine the influence of different forms of assessment. Additional measures of affect will be taken. All projects will be evaluated by a panel of teachers for creativity and technical competency at the end of the six weeks.TO BE CONT’D

Faculty Supervisor:

Christine Tsang

Student:

Partner:

Universitetet i Sørøst-Norge

Discipline:

Sociology

Sector:

Education

University:

Western University

Program: