Alternative Approaches to Assessing Student Engagement Rates Practical Assessment, Research Evaluation
Recent years have seen a revival of interest in the mechanisms by which students' affective responses to learning tasks moderate knowledge acquisition and skill development (e.g. Wigfield, 1997) Given the emphasis placed on levels of academic achievement in schools, the way in which students acquire knowledge through the learning process has become a primary concern. Several studies have subsequently highlighted the significant role that such factors can play in the learning process (e.g. Mathewson, 1994) laying particular emphasis on those associated with student engagement levels.