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Summary The use of criterion‐referenced assessment in a course within an initial teacher education degree programme allows students to contract for particular grades, which are differentiated by the application of specific criteria. The impact of this target‐setting assessment method on student self‐efficacy and motivation was gauged by means of two instruments: a statistical comparison of the previous grade point averages, contracted grades and achieved grades for students who completed the course; and extended, open‐ended interviews with four of those students. The link among perceived control over assessment, self‐efficacy and motivation was confirmed. Implications for teacher educators and teachers are also considered.
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Hallinan et al. (1994) studied this question.
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