Abstract
The use of criterion-referenced assessment in a course within an initial teacher education degree programme allows students to contract for particular grades, which are differentiated by the application of specific criteria. The impact of this target-setting assessment method on student self-efficacy and motivation was gauged by means of two instruments: a statistical comparison of the previous grade point averages, contracted grades and achieved grades for students who completed the course; and extended, open-ended interviews with four of those students. The link among perceived control over assessment, self-efficacy and motivation was confirmed. Implications for teacher educators and teachers are also considered.