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This study analyses the effects of introducing new assessment procedures on learning motivation. 113 Secondary School students (9 th grade) were trained in applying geographical knowledge to solving Geography problems. Tasks used allowed to identify the causes of learning difficulties and to give precise feedback and help. Then, comprehension was assessed using new analogue tasks ‑transfer tasks‑. Students were asked about interest and motivation aroused by the new assessment procedures. Results have shown both the positive effects, and limitations of these procedures, and have important implications for Educational Guidance.

Evaluar “para” el aprendizaje, aprender para estar motivado: el orden de los factores sí afecta al producto