1st Edition

Using Students' Assessment Mistakes and Learning Deficits to Enhance Motivation and Learning

By James H. McMillan Copyright 2018
    180 Pages
    by Routledge

    180 Pages
    by Routledge

    Being wrong is an integral part of the assessment process, and understanding how to learn from those mistakes, errors, and misconceptions helps educators and students get the most from their learning experience. In this practical volume, James H. McMillan shows why being wrong (sometimes) is an essential part of effective learning and how it can be used by teachers to motivate students and help develop positive achievement-related dispositions. The six concise chapters of Using Students’ Assessment Mistakes and Learning Deficits to Enhance Motivation and Learning show how mistakes affect students’ engagement, self-regulation, and knowledge, and how teachers can most effectively contextualize supposed failures to help students grow.

    Chapter 1: Better Being Wrong?

    Chapter 2: Why Being Wrong (Sometimes) Is Better: The Science Behind It

    Chapter 3: Students’ Perspectives About Being Wrong

    Chapter 4: A Positive Being Wrong (Sometimes) Classroom Assessment Climate

    Chapter 5: Assessment Practices That Promote Being Wrong (Sometimes)

    Chapter 6: Effective Feedback When Students Are Wrong


    James H. McMillan is Professor in the Department of Foundations of Education in the School of Education at Virginia Commonwealth University, USA.

    "Champions of assessment for learning will recognise many of the practical approaches, but this book emphasises the deeper consideration of human responses to making mistakes. I recommend the book to experienced teachers who want a fresh look at how they teach and assess their students, as well as trainee teachers or master’s students interested in researching alternative classroom assessment practices."— Andy Chandler-Grevatt, Education in Chemistry