1. Afflerbach, P. (2005). National reading conference policy brief: High stakes testing and reading assessment. Journal of Literacy Research, 37(2), 151-163. https://journals.sagepub.com/doi/pdf/10.1207/s15548430jlr3702_2
2. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 8(3), 260-267. https://doi.org/10.1037/0022-0663.80.3.260
3. Amrein, A. L., & Berilner, D. C. (2003). The effects of high-stakes testing on student motivation and learning. Educational Leadership, 60(5), 32-38. https://www.ascd.org/el/articles/-the-effects-of-high-stakes-testing-on-student-motivation-and-learning
4. Argon, T., & Soysal, A. (2012). Teacher and student views regarding the placement test. International Journal of Human Sciences, (9)2, 446-474. https://www.j-humansciences.com/ojs/index.php/ijhs/article/view/2139/932
5. Auer, C. J. (1992). A comparison of the locus of control of first and second grade students in whole language, basal reader, and eclectic instructional approach classrooms [Unpublished doctoral dissertation]. Northern Illinois University.