Midgley, et al., 2000

Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., Gheen, M., Kaplan, A., Kumar, R., Middleton, M. J., Nelson, J., Roeser, R., & Urdan, T. (2000). Manual for the patterns of adaptive learning scales. Ann Arbor, MI: University of Michigan.

In 2x2 matrix of develop/demonstrate competence and perceptions/strategy they attempted to measure school goal structures. Teachers agreed (M=4.07) with school goal structures of developing competence over demonstrating competence (M=3.02). Although I felt the item wording could be biased to show that result. Such language reflects the lingo of schools today, It's not clear to me whether they really believe this. Teachers somewhat agreed (M=3.44) with strategy use for developing competence, but somewhat disagreed (M=2.21) with demonstrating competence. Without summative and comparative feedback can leave some students without a clear sense of skill assessment. Teachers somewhat agreed (M=3.36) with statements about teacher efficacy.