Impact of assessment on motivation: effects and mechanisms in different contexts


In a review using self determination theory as a frame of reference the detrimental effect of assessment on intrinsic motivation were established (Deci, Koestner & Ryan, 2001). Interestingly, in assessment literature (e.g. Biggs, 1999) the notion prevails that assessment drives student activities and thus student learning (i.e. assessment stimulates extrinsic motivation). So, in both strands of literature a relation between motivation and assessment is acknowledged, but interpreted differently. This review will add to the current body of knowledge by integrating two strands of literature and by not only updating the review of Deci, Koestner, and Ryan (2001) but also by differentiating between various assessment dimensions and explaining the mechanisms that relate the various forms of assessment to motivation in different contexts. To do this, possible mechanisms are distilled from motivation theories that might explain this relation.
This review is relevant for Dutch schools and (professional) universities that are aiming to motivate their students and increase study success, without introducing a ?teaching to the test? culture.



  • R. A. M. de Kleijn, C. J. van Look, J. van Tartwijk, F. J. Prins, C. Lutz(2015): Impact of assessment on motivation
  • C J Van Look(2016): Verslag Symposium Assessment en Motivatie dd 7 januari 2016





Dr. F.J. Prins

Verbonden aan

Universiteit Utrecht, Faculteit Sociale Wetenschappen, Departement Educatie & Pedagogiek


Dr. R.A.M. de Kleijn, Dr. R.A.M. de Kleijn, Dr. F.J. Prins


01/05/2013 tot 18/12/2015