PERCEIVED ASSESSEMENT STYLE AND LEARNING MOTIVATION

The assessment behaviour of the teacher plays a key role in giving students feedback on their performance and enhancing learning motivation. According to orientation of the evaluation and the level of exigency, four assessment styles are described: normative, formative, popular and conventional. The research was conducted on 394 students aged 16-18 years, 253 girls and 141 boys, in 16 classes of upper higher secondary schools in the city of Brasov, and the chosen subject was English language. The perceived evaluative styles of five teachers were measured, by students in 2-3 classes for each of them, in relationship with their learning motivation. The results show that the extrinsic motivation- reward is associated with the perception of the style as lenient, the perceived performance is associated with norm-oriented. There are differences between the evaluative style perceptions of the students in the same class according to their learning performances.