The same task can emphasize outperforming others or developing competence.
Practitioner frameworkA thinking tool for design. Direct tests of its effect are limited.
Example
Editorial example: recognize explaining a previously difficult problem rather than answering fastest.
Why it works
Ames organized tasks, evaluation and authority as classroom structures that support mastery goals rather than ability ranking.
On the web
Define competence criteria, separate practice from assessment, and check transfer to a different task on retry.
When it backfires
This is an educational synthesis, not evidence that all rankings harm. Do not confine experienced users to easy tasks.
Sources
Reviews classroom structures and achievement goals, outlining a mastery-focused learning environment.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271. Open source