Intrinsic motivations, literacy, and assessment practices: `That's my grade. That"s me."

We examine epistemological assumptions underlying both conventional and social constructivist assessment practices, making explicit the consequences of these practices with regard to intrinsic motivation. We describe our social constructivist conceptualizations of learning and literacy and relate those to the self-determination theory of Deci and Ryan and other relevant literature on intrinsic motivation. We illustrate ways in which social constructivist classroom assessment practices support students' intrinsic motivations for literacy learning through enhancing perceived self-determination, self-competence, epistemological empowerment, and relational qualities. Finally, we present examples of students' perspectives on grades and other assessment practices from our 7-year longitudinal research. We argue for assessment: processes that emphasize envisioned potential rather than static reporting. In conclusion, we link these issues to the broader outcomes of education.