Formative assessment as a future step in maintaining the mastery-approach and performance-avoidance goal stability

Ames, 1992, Classrooms: Goals, structures: And student motivation, Journal of Educational Psychology, 84, 261, 10.1037/0022-0663.84.3.261 Anderman, 1999, Social predictors of changes in students’ achievement goal orientations, Contemporary Educational Psychology, 24, 2, 10.1006/ceps.1998.0978 Anderman, 1997, Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools, Contemporary Educational Psychology, 22, 269, 10.1006/ceps.1996.0926 Black, 2010, Reflections and new directions, Assessment & Evaluation in Higher Education, 35, 493, 10.1080/02602938.2010.493696 Black, 1998, Assessment and classroom learning, Assessment in Education: Principles, Policy & Practice, 5, 7, 10.1080/0969595980050102 Black, 2003 Blair, 2014, Can dialogue help to improve feedback on examinations?, Studies in Higher Education, 39, 1039, 10.1080/03075079.2013.777404 Bong, 2005, Within-grade changes in Korean girls’ motivation and perceptions of the learning environment across domains and achievement levels, Journal of Educational Psychology, 97, 656, 10.1037/0022-0663.97.4.656 Boud, 2013, Changing conceptions of feedback, 11 Boyle, 2003, Using classroom communication systems to support interaction and discussion in large class settings, Association for Learning Technology Journal, 11, 43, 10.3402/rlt.v11i3.11284 Brown, 2010, Afterword, Assessment and Evaluation in Higher Education, 35, 347, 10.1080/02602931003690835 Carless, 2011, Developing sustainable feedback practices, Studies in Higher Education, 36, 395, 10.1080/03075071003642449 Carless, 2013, Sustainable feedback and the development of student self-evaluative capacities, 113 Cartney, 2010, Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used, Assessment & Evaluation in Higher Education, 35, 551, 10.1080/02602931003632381 Christensen, 1986, A method of assessing change in a single subject: An alteration of the RC index, Behavior Therapy, 17, 305, 10.1016/S0005-7894(86)80060-0 Creswell, 2003 Daniel, 2017, Relationships between pre-service teachers’ conception of assessment, approaches to instruction, and assessment: An achievement goal theory perspective, Educational Psychology DeVellis, 2012 Donovan, 2016, A scholarly approach to solving the feedback dilemma in practice, Assessment & Evaluation in Higher Education, 41, 938, 10.1080/02602938.2015.1052774 Draper, 2004, Increasing interactivity in lectures using an electronic voting system, Journal of Computer Assisted Learning, 20, 81, 10.1111/j.1365-2729.2004.00074.x Dufrense, 1996, Classtalk: A classroom communication system for active learning, Journal of Computing in Higher Education, 7, 3, 10.1007/BF02948592 Elliot, 1999, Approach and avoidance motivation and achievement goals, Educational Psychologist, 34, 169, 10.1207/s15326985ep3403_3 Evans, 2013, Making sense of assessment in higher education, Review of Educational Research, 83, 70, 10.3102/0034654312474350 Fryer, 2007, Stability and change in achievement goals, Journal of Educational Psychology, 99, 700, 10.1037/0022-0663.99.4.700 Fryer, 2012, Self-Regulation of achievement goal pursuit, 52 Han, 2016, Change and stability in achievement goal based on instructional tasks of a college classroom, American Journal of Educational Research, 4, 999 Harackiewicz, 1998, Rethinking achievement goals: When are they adaptive for college students and why?, Educational Psychologist, 33, 1, 10.1207/s15326985ep3301_1 Hattie, 2007, The power of feedback, Review of Educational Research, 77, 81, 10.3102/003465430298487 Hounsell, 2008, The quality of guidance and feedback to students, Higher Education Research and Development, 27, 55, 10.1080/07294360701658765 Ivankova, 2006, Using mixed-methods sequential explanatory design: From theory to practice, Fields Methods, 18, 3, 10.1177/1525822X05282260 Jacobson, 1991, Clinical significance: A statistical approach to defining meaningful change in psychotherapy research, Journal of Consulting and Clinical Psychology, 59, 12, 10.1037/0022-006X.59.1.12 Kaplan, 2007, The contributions and prospects of goal orientation theory, Educational Psychology Review, 19, 141, 10.1007/s10648-006-9012-5 López-Pastor, 2017, Formative and shared assessment in higher education: Lessons learned and challenges for the future, Assessment & Evaluation in Higher Education, 42, 77, 10.1080/02602938.2015.1083535 Mac Iver, 1987, Classroom factors and student characteristics predicting students’ use of achievement standards during self-assessment, Child Development, 58, 1258, 10.2307/1130619 Madjar, 2017, Longitudinal analysis of the trajectories of academic and social motivation across the transition from elementary to middle school, Educational Psychology, 1 Maehr, 1996 Middelton, 2004, The change in middle school students’ achievement goals in mathematics over time, Social Psychology in Education, 7, 289, 10.1023/B:SPOE.0000037484.86850.fa Midgley, 1998, Development and validation of scales assessing students’ achievement goal orientation, Contemporary Educational Psychology, 23, 113, 10.1006/ceps.1998.0965 Midgley, 2000 Midgley, 2001, Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost?, Journal of Educational Psychology, 93, 77, 10.1037/0022-0663.93.1.77 Muis, 2009, Examining the stability of achievement goal orientation, Contemporary Educational Psychology, 34, 265, 10.1016/j.cedpsych.2009.06.003 Nicol, 2006, Formative assessment and self-regulated learning: A model and seven principles of good feedback practice, Studies in Higher Education, 31, 199, 10.1080/03075070600572090 Nicol, 2007, E-assessment by design: Using multiple-choice tests to good effect, Journal of Further and Higher Education, 31, 53, 10.1080/03098770601167922 Nicol, 2010, From monologue to dialogue: Improving written feedback processes in mass higher education, Assessment & Evaluation in Higher Education, 35, 501, 10.1080/02602931003786559 Sadler, 1998, Formative assessment: Revisiting the territory, Assessment in Education, 5, 77, 10.1080/0969595980050104 Sadler, 2010, Beyond feedback: Developing student capability in complex appraisal, Assessment & Evaluation in Higher Education, 35, 535, 10.1080/02602930903541015 Schunk, 2010 Senko, 2005, Regulation of achievement goals: The role of competence feedback, Journal of Educational Psychology, 97, 320, 10.1037/0022-0663.97.3.320 Strauss, 1998 Tabachnick, 2007 Trees, 2007, The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems, Learning, Media & Technology, 32, 21, 10.1080/17439880601141179 Tuominen-Soini, 2011, Stability and change in achievement goal orientations: A person-centered approach, Contemporary Educational Psychology, 36, 82, 10.1016/j.cedpsych.2010.08.002 Urdan, 2003, Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence, Contemporary Educational Psychology, 28, 524, 10.1016/S0361-476X(02)00060-7 Warburton, 2017, Peer and teacher influences on the motivational climate in physical education: A longitudinal perspective on achievement goal adoption, Contemporary Educational Psychology, 51, 303, 10.1016/j.cedpsych.2017.08.001