The Learning Renaissance has long argued for the development of new assessment models to involve and motivate students to more self-actualisation.
Specifically, we have advocated the move away from summative assessments - tests at the end of learning periods, and the adoption of formative assessment patterns where the assessment is more of a dialogue between pupil and teacher and ipsative assessment where the pupil is encouraged, like an athlete, to try and constantly improve on their previous best performance.
Of course, ipsative assessment requires that students are more intimately involved in the development of the assessment structures. Only in that way can they feel that assessment is something done with them, rather than done to them.
In this context, it was interesting to read Michael McDowell's report on motivating coasting students. We would argue that the principle applies across all pupils.
Students who are doing well - but could be doing much better - benefit from feedback that encourages self-monitoring.
Read more here: 3 Ways to Encourage 'Coasting' Students to Reach Their Full Potential | Edutopia
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