Are unexpected tests always (de)motivating?

This study examined how unexpected testing influences students' motivational functioning and learning outcomes. According to Self-Determination Theory, unexpected tests are considered as a potentially controlling measure because they may frustrate students' need for autonomy. However, teachers can communicate about the unexpected tests in an autonomy-supportive or in a more controlling way. Therefore, we explored whether teachers' communication style could moderate students' reactions to unexpected tests. Four vignettes, each describing a teacher setting assessment rules on the first day of a new school year, were presented to 392 secondary school students . The teachers in the vignettes differ in their assessment policy (presence versus absence of unexpected testing) and communication style (controlling vs autonomy-supportive). Afterwards, participants completed a questionnaire assessing anticipated study motivation, need satisfaction, positive and negative affect, learning strategies, procrastination, experienced autonomy and learning anxiety in the context of the given vignette. Our results indicated that unexpected tests were associated with less intrinsic motivation, less need satisfaction, more learning anxiety, and less positive and more negative affect. In addition, an autonomy-supportive communication style related to more intrinsic motivation, more experienced autonomy and more procrastination. There was a significant interaction effect of assessment policy and communication style on students' experienced autonomy and on positive and negative affect. Overall, these findings suggest that the fear-inducing nature of unexpected tests has negative consequences for students' intrinsic motivation, affect and learning strategies. Nevertheless, teachers can reduce the negative consequences for students' affect and experienced autonomy by communicating these tests in an autonomy-supportive way.

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