Department of Sport Science, University of Konstanz, Konstanz, Germany.
Gymnasium Eppendorf, Hamburg, Germany.
PLoS One. 2022 Aug 17;17(8):e0272443. doi: 10.1371/journal.pone.0272443. eCollection 2022.
Performance assessments play an essential role in performance diagnostics at schools. In practice, both announced and unannounced assessments are regularly used. However, it is unclear whether assessments are better administered announced or unannounced. From a theoretical perspective, it can be argued that announced assessments, mediated by the greater degree of students' subjective control that accompanies them, should have a more beneficial effect on emotions, as well as the subsequently resulting performance, than unannounced assessments. To investigate these assumptions, emotion (enjoyment, anxiety) and achievement data (grades) were collected from 414 students in 19 lower- and upper-level tracks at a German secondary school on both announced and unannounced performance assessments. Less anxiety and more enjoyment occurred on the announced assessments. Moreover, enjoyment and anxiety were predictors of performance (i.e., school grades), which was better overall on announced assessments than on unannounced ones. The results of our field study suggest that announced assessments have more beneficial effects on emotions than unannounced assessments.
绩效评估在学校的绩效诊断中起着至关重要的作用。在实践中，定期使用宣布和未宣布的评估。然而，尚不清楚评估是宣布还是未宣布更好。从理论角度来看，可以认为宣布的评估，由于伴随着更大程度的学生主观控制，应该对情绪以及随后的表现产生更有益的影响，而不是未宣布的评估。为了研究这些假设，在德国一所中学的 19 个低级别和高级别轨道中，从 414 名学生那里收集了关于宣布和未宣布的绩效评估的情绪（享受、焦虑）和成就数据（成绩）。在宣布的评估中，学生的焦虑感较少，享受感更多。此外，享受和焦虑是表现（即学校成绩）的预测指标，宣布评估的成绩总体上优于未宣布评估的成绩。我们的实地研究结果表明，宣布的评估对情绪的影响比未宣布的评估更有益。
