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Undermining quality teaching and learning

A self-determination theory perspective on high-stakes testing

University of Rochester, New York, USA, ryan{at}psych.rochester.edu

Netta Weinstein

University of Rochester, New York, USA

Using tests to compare nations, states, school districts, schools, teachers, and students has increasingly become a basis for educational reform around the globe. Although tests can be informative, high-stakes testing (HST) is an approach to reform that applies rewards and sanctions contingent on test outcomes. Results of HST reforms indicate a plethora of unintended negative consequences, leading some to suggest that HST corrupts educational practices in schools. Although there are many accounts of these negative results, SDT supplies the only systematic theory of motivation that explains these effects. In what follows we describe the motivational principles underlying the undermining effects of HST on teachers and learners alike.

Key Words: education reform • high-stakes testing • self-determination theory

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Theory and Research in Education, Vol. 7, No. 2, 224-233 (2009)
DOI: 10.1177/1477878509104327


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This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Scopus Google Scholar Articles by Ryan, R. M. Articles by Weinstein, N. Social Bookmarking                         What's this?