| This study set out to examine the relationship between the type of assessment a teacher uses and the goal orientation and engagement of students in fifth grade mathematics. Prior research on assessment types, goal orientation, and engagement was examined, and from this research it was predicted that there would be significant relationships between the type of assessment a teacher uses and the goal orientation and engagement of his or her students. To determine if a relationship existed, teachers (n = 8) were given a questionnaire developed by McMillan, Myran, and Workman (2002), which provided information on whether teachers used constructed response assessment, teacher made assessment, or objective assessment. Additionally, students (N = 115) were given a modified form of a portion of the Patterns of Adaptive Learning Survey by Midgley et al., (2000) designed to measure their performance approach, performance avoid, and mastery goal orientations. Students were also given a modified form of the Feelings About School Inventory (Fredricks, Blumenfeld, Friedel, & Paris, 2005) designed to measure their cognitive, emotional, and behavioral engagement. The results of the analyses found that there was no significant relationship between teacher assessment type and student goal orientation or engagement. |
