This decommissioned ERA site remains active temporarily to support our final migration steps to https://ualberta.scholaris.ca, ERA's new home. All new collections and items, including Spring 2025 theses, are at that site. For assistance, please contact erahelp@ualberta.ca.
Search
Skip to Search Results- 9classroom assessment
- 3emotions
- 3motivation
- 3pre-service teachers
- 2basic psychological needs
- 1Interective Class lecture
- 9The Alberta Consortium for Motivation and Emotion (ACME)
- 3The Alberta Consortium for Motivation and Emotion (ACME)/Research Briefs (ACME)
- 2The Alberta Consortium for Motivation and Emotion (ACME)/Motivation Resources (ACME)
- 2The Alberta Consortium for Motivation and Emotion (ACME)/Conference Presentations (ACME)
- 2The Alberta Consortium for Motivation and Emotion (ACME)/Journal Articles (ACME)
-
2023-10-20
We created this short questionnaire for students in EDPY 303 as a tool they could use during their practicum should they be interested in getting a sense of how much their assessment decisions supported or frustrated students' BPN.
-
2022-01-04
Research brief from one project embedded in Fall 2021 offerings of EDPY 303 Classroom Assessment.
-
2017-01-01
During the Fall 2017 term, 241 students from EDPY303 participated in an interactive class and lecture exploring connections between student motivation and classroom assessment. The session was provided by Dr. Daniels and her team from the Alberta Consortium for motivation and Emotions(ACME)....
-
2018-01-01
During the Winter term, 376 students from EDPY303 participated in an interactive class lecture exploring student motivation and classroom assessment. Dr. Daniels and her team from the Alberta Consortium for Motivation and Emotion (ACME) as part of the SMaRT (Student Motivation and Responsible...
-
The Role of Fairness and Basic Psychological Needs in Understanding Dyslexic Students’ Emotions in Classroom Assessment
Download2023-10-30
Lia M. Daniels, Lauren D. Goegan, and Patti C. Parker
Post-secondary students with learning disabilities like dyslexia experience a wide range of emotions related to classroom assessment, perhaps in part because assessment may feel unfair and undermine principles related to wellbeing. To mitigate negative emotions, researchers tend to focus on...
-
2024-04-01
Invited Paper for the Summit on Equity, Assessment and Evaluation in Education: Bringing Theory and Practice Together.