Date of Award

12-2025

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership

Department

Educational Leadership

First Reader/Committee Chair

Sumbera, Becky

Abstract

This qualitative exploratory case study examined how continuation high school teachers perceive and implement assessment practices that foster student motivation and accurately measure learning. Grounded in Assessment for Learning (AFL) and Self-Determination Theory (SDT), the study sought to identify assessment strategies that promote autonomy, competence, and relatedness among students who are at risk of academic disengagement. Seven teachers from a Continuation High School in the Coachella Valley participated in semi-structured interviews to explore their experiences, beliefs, and classroom practices regarding assessment and motivation. Data were analyzed thematically using Braun and Clarke’s (2006) method, with triangulation across interviews and literature to enhance trustworthiness.

Findings revealed that motivation among Continuation High School students increases when assessments emphasize feedback, flexibility, and relational trust rather than high-stakes evaluation. Teachers reported that formative assessments, project-based learning tasks, and opportunities for student choice enhance engagement by creating safe and supportive learning environments. Clear success criteria and scaffolding practices strengthened students’ sense of competence, while autonomy-supportive strategies, such as allowing varied modes of expression, encouraged ownership of learning. The study concludes that integrating AFL strategies with SDT principles transforms assessment from a measure of performance into a catalyst for motivation and growth. Recommendations include professional development in formative assessment design, policies that support teacher autonomy, and further research into motivational assessment practices across alternative education settings.

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