This study investigated the effects of criterion-referenced evaluation on children's intrinsic motivation. Two conditions of Evaluation-Standard (criterion-referenced and control) were crossed with two conditions of Evaluation-Subject (evaluation by the teacher and self-evaluation). 148 fifth graders learned the concept and calculation of fraction for 7 days, and took quizzes each day. They were evaluated, based on the result of quizzes corresponding to the four experimental conditions. Results indicated that criterion referenced evaluation increased intrinsic motivation, perceived competence and positive attitude toward the thinking process. Furthermore, several Aptitude Treatment Interactions (ATI) were found, indicating that criterion referenced self evaluation tended to compensate intrinsic motivation for the children who had low motivation as an aptitude.
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