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1.
Christiane Penk Dirk Richter 《Educational Assessment, Evaluation and Accountability》2017,29(1):55-79
Since the turn of the century, an increasing number of low-stakes assessments (i.e., assessments without direct consequences for the test-takers) are being used to evaluate the quality of educational systems. Internationally, research has shown that low-stakes test results can be biased due to students’ low test-taking motivation and that students’ effort levels can vary throughout a testing session involving both cognitive and noncognitive tests. Thus, it is possible that students’ motivation varies throughout a single cognitive test and in turn affects test performance. This study examines the change in test-taking motivation within a 2-h cognitive low-stakes test and its association with test performance. Based on expectancy-value theory, we assessed three components of test-taking motivation (expectancy for success, value, and effort) and investigated its change. Using data from a large-scale student achievement study of German ninth-graders, we employed second-order latent growth modeling and structural equation modeling to predict test performance in mathematics. On average, students’ effort and perceived value of the test decreased, whereas expectancy for success remained stable. Overall, initial test-taking motivation was a better predictor of test performance than change in motivation. Only the variability of change in the expectancy component was positively related to test performance. The theoretical and practical implications for test practitioners are discussed. 相似文献
2.
James S. Cole David A. Bergin Tiffany A. Whittaker 《Contemporary educational psychology》2008,33(4):609-624
We investigated motivation for taking low stakes tests. Based on expectancy-value theory, we expected that the effect of student perceptions of three task values (interest, usefulness, and importance) on low stakes test performance would be mediated by the student’s reported effort. We hypothesized that all three task value components would play a significant role in predicting test-taking effort, and that effort would significantly predict test performance. Participants were 1005 undergraduate students enrolled at four midsize public universities. After students took all four subtests of CBASE, a standardized general education exam, they immediately filled out a motivation survey. Path analyses showed that the task value variables usefulness and importance significantly predicted test-taking effort and performance for all four tests. These results provide evidence that students who report trying hard on low stakes tests score higher than those who do not. The results indicate that if students do not perceive importance or usefulness of an exam, their effort suffers and so does their test score. While the data are correlational, they suggest that it might be useful for test administrators and school staff to communicate to students the importance and usefulness of the test that they are being asked to complete. 相似文献
3.
Steven L. Wise 《教育实用测度》2015,28(3):237-252
Whenever the purpose of measurement is to inform an inference about a student’s achievement level, it is important that we be able to trust that the student’s test score accurately reflects what that student knows and can do. Such trust requires the assumption that a student’s test event is not unduly influenced by construct-irrelevant factors that could distort his score. This article examines one such factor—test-taking motivation—that tends to induce a person-specific, systematic negative bias on test scores. Because current measurement models underlying achievement testing assume students respond effortfully to test items, it is important to identify test scores that have been materially distorted by non-effortful test taking. A method for conducting effort-related individual score validation is presented, and it is recommended that measurement professionals have a responsibility to identify invalid scores to individuals who make inferences about student achievement on the basis of those scores. 相似文献
4.
Multimedia effects in learning receive much attention in research. In contrast, effects of different picture types in testing materials are hardly studied. The present computer-based experiment with n = 404 students investigates the effects of adding a representational picture (RP) or a decorative picture (DP) to text-based educational test items on students' performance, metacognition, test-taking motivation and item processing in the domains of science and mathematics. The data show that RPs enhanced students' performance, perception of ease and test-taking pleasure in both scientific and mathematics items. Furthermore, RPs increased time on task (TOT) in mathematics, but not in scientific items. DPs had no significant effect on students’ performance, test-taking pleasure or perceived ease, while DPs reduced TOT in mathematics items. Explanations for the process-related differences are discussed. The pattern of results indicates that the multimedia principle and the coherence principle from instructional psychology can be transferred to educational testing material. 相似文献
5.
Dennis Beck Angela R. Watson Robert Maranto 《The American journal of distance education》2019,33(1):46-58
Recent Center for Research on Education Outcomes (CREDO) analyses find that cyber charter schools in seventeen states show consistently low reading and mathematics value-added test scores compared to traditional public schools serving comparable students. This generally accords with prior research. We hypothesize that the relatively poor measured academic value-added of cyber charters reflects artificial testing conditions for students in those schools. Accordingly, we have collected testing information from the seventeen CREDO states. State-level analyses find that cyber student persistence, which likely indicates school quality, correlates moderately and significantly with the cyber student academic value-added as measured by CREDO. Further, we find evidence of lower cyber school value-added in states which permit cybers to use narrow testing windows, perhaps reflecting testing fatigue on the part of test-takers. We discuss implications, and suggest next steps for research exploring whether testing conditions affect measured cyber charter performance. 相似文献
6.
Rosalind Charlesworth Pamela O. Fleege Catheryn J. Weitman 《Early education and development》1994,5(3):195-212
In response to an increasingly "test driven" approach to curriculum and instruction, a growing body of research is documenting the negative effects of standardized testing on instruction, pupils, and teachers. The curriculum has been narrowed to fit the tests, valuable instructional time is spent on test preparation, students are stressed by the preparation and the test-taking, and teachers are pressured to use unacceptable testing procedures which may even include blatant cheating. Students are subjected to instructional methods that provide them with test taking skills but no genuine understanding of the subject matter. Research supports that there is an urgent need for a change in testing policies. Massive standardized testing of young children must be eliminated. More authentic and performance based evaluation such as the development of student portfolios should be instituted. Attention to the negative effects of standardized testing and the elimination of such testing of young children is especially urgent in light of the current discussions centering on increasing the scope of national testing beginning with the administration of a school readiness instrument prior to school entry. 相似文献
7.
《Educational Assessment》2013,18(1):65-83
Accountability for educational quality is a priority at all levels of education. Low-stakes testing is one way to measure the quality of education that students receive and make inferences about what students know and can do. Aggregate test scores from low-stakes testing programs are suspect, however, to the degree that these scores are influenced by low test-taker effort. This study examined the generalizability of a recently developed technique called motivation filtering, whereby scores for students of low motivation are systemically filtered from test data to determine aggregate test scores that more accurately reflect student performance and that can be used for reporting purposes. Across assessment tests in five different content areas, motivation filtering was found to consistently increase mean test performance and convergent validity. 相似文献
8.
《Early education and development》2013,24(3):195-212
In response to an increasingly "test driven" approach to curriculum and instruction, a growing body of research is documenting the negative effects of standardized testing on instruction, pupils, and teachers. The curriculum has been narrowed to fit the tests, valuable instructional time is spent on test preparation, students are stressed by the preparation and the test-taking, and teachers are pressured to use unacceptable testing procedures which may even include blatant cheating. Students are subjected to instructional methods that provide them with test taking skills but no genuine understanding of the subject matter. Research supports that there is an urgent need for a change in testing policies. Massive standardized testing of young children must be eliminated. More authentic and performance based evaluation such as the development of student portfolios should be instituted. Attention to the negative effects of standardized testing and the elimination of such testing of young children is especially urgent in light of the current discussions centering on increasing the scope of national testing beginning with the administration of a school readiness instrument prior to school entry. 相似文献
9.
Assessments of student learning outcomes (SLO) have been widely used in higher education for accreditation, accountability, and strategic planning purposes. Although important to institutions, the assessment results typically bear no consequence for individual students. It is important to clarify the relationship between motivation and test performance and identify practical strategies to boost students' motivation in test taking. This study designed an experiment to examine the effectiveness of a motivational instruction. The instruction increased examinees' self-reported test-taking motivation by .89 standard deviations (SDs) and test scores by .63 SDs. Students receiving the instruction spent an average of 14 more seconds on an item than students in the control group. Score difference between experimental and control groups narrowed to .23 SDs after unmotivated students identified by low response time were removed from the analyses. The findings provide important implications for higher education institutions which administer SLO assessments in a low-stakes setting. 相似文献
10.
There is widespread concern that assessments which have no direct consequences for students, teachers or schools underestimate student ability, and that the extent of this underestimation increases as the students become ever more familiar with such tests. This issue is particularly relevant for international comparative studies such as the IEA’s Third International Mathematics and Science Study (TIMSS) and the OECD’s Programme for International Student Assessment (PISA). In the present experimental study, a short form of the PISA mathematical literacy test is used to explore whether the levels of test motivation and test performance observed in the context of the standard PISA assessment situation can be improved by raising the stakes of testing. The impact of (1) informational feedback, (2) grading, and (3) performance-contingent financial rewards on the personal value of performing well, perceived utility of participating in the test, intended and invested effort, task-irrelevant cognitions, and test performance are investigated. The central finding of the study is that the different treatment conditions make the various value components of test motivation equally salient. Consequently, no differences were found either with respect to intended and invested effort or to test performance. 相似文献
11.
A structural equation model of relationships among testing-related motivation variables (test value, effort, self-efficacy, and test anxiety), test-taking strategies (test tactics and metacognitive strategies), gender, and math test performance were examined with a sample of 10th graders (N = 438; 182 males and 256 females). In general, motivation variables influenced the use of test-taking strategies and demonstrated stronger impacts on math performance than did test-taking strategies. Gender differences were found in self-efficacy and test anxiety. With a few surprising but culturally relevant results that warrant further investigation, the current study extended previous works on antecedents of academic achievement to testing situations within the self-regulated learning theory. 相似文献
12.
LaSasso CJ 《American annals of the deaf》1999,144(1):35-43
Often, conclusions about what students have learned in school are based on their performance on standardized or informal tests. For several reasons, these tests may not accurately reflect deaf students' learning. The author discusses the limitations of tests and other "products" administered to students during or after reading that are interpreted as reflecting comprehension of what is read. The author also reviews documented differences in test-taking abilities of deaf and hearing students, and describes specific compensatory test-taking strategies used by deaf readers. A rationale is provided for including a formal test-taking skills component in the curriculum for deaf students. Finally, the author discusses portfolio assessment and contemporary societal forces working against academic testing. 相似文献
13.
Stenlund Tova Lyrén Per-Erik Eklöf Hanna 《European Journal of Psychology of Education - EJPE》2018,33(2):403-417
To be successful in a high-stakes testing situation is desirable for any test taker. It has been found that, beside content knowledge, test-taking behavior, such as risk-taking strategies, motivation, and test anxiety, is important for test performance. The purposes of the present study were to identify and group test takers with similar patterns of test-taking behavior and to explore how these groups differ in terms of background characteristics and test performance in a high-stakes achievement test context. A sample of the Swedish Scholastic Assessment Test test takers (N = 1891) completed a questionnaire measuring their motivation, test anxiety, and risk-taking behavior during the test, as well as background characteristics. A two-step cluster analysis revealed three clusters of test takers with significantly different test-taking behavior profiles: a moderate (n = 741), a calm risk taker (n = 637), and a test anxious risk averse (n = 513) profile. Group difference analyses showed that the calm risk taker profile (i.e., a high degree of risk-taking together with relatively low levels of test anxiety and motivation during the test) was the most successful profile from a test performance perspective, while the test anxious risk averse profile (i.e., a low degree of risk-taking together with high levels of test anxiety and motivation) was the least successful. Informing prospective test takers about these insights can potentially lead to more valid interpretations and inferences based on the test scores.
相似文献14.
Although large-scale national tests have been used for many years in Swedish compulsory schools, very little is known about how pupils actually react to these tests. The question is relevant, however, as pupil reactions in the test situation may affect test performance as well as future attitudes towards assessment. The question is relevant also in light of the changing assessment culture in Sweden and other European countries. The main purpose of the present study was to explore how a sample of grade 9 pupils perceived their first encounter with national tests in science, mainly in terms of perceived importance of the test, reported invested effort, and feelings of test anxiety, and how these aspects were related to test performance. Results show that a majority of the pupils seemed to perceive the test as rather important and claimed that they spent effort on the test. There was, however, also a fair group of students who did not perceive the test as very important. Ratings of perceived importance and invested effort and motivation were positively related to performance, particularly for the boys. Many students also reported that they felt anxious before and during the test, but the relationship between test anxiety and test performance was rather weak. Findings illuminate how pupils may perceive and behave in the assessment situation, and point to the need of further studies investigating the psychology of test-taking. 相似文献
15.
《Educational Assessment》2013,18(2):111-133
This article briefly reviews the current discussion of the effects of test administration conditions (i.e., testing stakes), and the motivational levels associated with them, on achievement test performance. The non-experimental study presented here investigates whether differences in test administration conditions and presumed levels of motivation engendered by different testing environments affect student performance on National Assessment of Educational Progress (NAEP) administrations. The testing conditions under study are the "low-stakes" environment of the current NAG administration and a higher stakes environment typified by many state assessment programs. The results suggest that in comparison to a "moderate-stakes" testing environment NAEP does not seriously underestimate achievement levels. However, the results cannot lead to the conclusion that student achievement is unrelated to testing stakes. Nor can one conclude that substantially raising the stakes of NAEP would not be accompanied by an increase in achievement scores. 相似文献
16.
Eva Knekta 《Scandinavian Journal of Educational Research》2017,61(1):95-111
This study investigated changes in reported test-taking motivation from a low-stakes to a high-stakes test and if there are differences in reported test-taking motivation between school classes. A questionnaire including scales assessing reported effort, expectancies, perceived importance, interest, and test anxiety was administered to a sample of pupils (n?=?375) in 9th grade in direct connection to a national test field trial and then again to the same sample in connection to the regular national test in science. Two-level second-order latent growth modelling was used to analyse data. In summary, the results show a significant increase in reported test-taking motivation from the field trial to the regular test and a significant variability in test-taking motivation between classes. 相似文献
17.
This study explored the relationships among formative curriculum‐based measures of reading (CBM‐R), student engagement as an extra‐academic indicator of student motivation, and summative performance on a high‐stakes reading assessment. A diverse sample of third‐, fourth‐, and fifth‐grade students and their teachers responded to questionnaires about student engagement in academic tasks. These questionnaires were collected about the same time as fall CBM‐R oral reading fluency and maze screening tasks. Results indicated that fall student and teacher reports of engagement and a composite score of reading competence derived from CBM‐R screening tests uniquely predicted student performance on year‐end standardized reading tests. Profile analyses indicated that student engagement was associated with better reading performance among students with low competence, suggesting that engagement may be particularly important for increasing student performance for struggling readers. Implications for interventions targeting both student motivation, as well as reading skill development, are discussed. 相似文献
18.
Tova Stenlund Hanna Eklöf Per-Erik Lyrén 《Assessment in Education: Principles, Policy & Practice》2017,24(1):4-20
This study investigated whether different groups of test-takers vary in their reported test-taking behaviour in a high-stakes test situation. A between-group design (N = 1129) was used to examine whether high and low achievers, as well as females and males, differ in their use of test-taking strategies, and in level of reported test anxiety and motivation. The results showed differences between high and low achievers on a number of test-taking strategies, where high achievers reported using successful strategies to a higher extent. There were also gender differences: females, for example, reported using random guessing to a higher extent than males. Further, low achievers, especially females, reported significantly higher levels of test anxiety than high achievers, and high achievers reported slightly higher levels of motivation when compared to low achievers. To conclude, test-taking behaviour might bring additional variance to test scores, whether or not this is irrelevant variance is discussed. 相似文献
19.
Eva Knekta Anna Sundström 《Assessment in Education: Principles, Policy & Practice》2019,26(2):202-221
The aim of this study was to examine ninth-grade students’ perception of a Swedish national test in science (high-stakes for the students) and a field trial (low-stakes for the students), in terms of test-taking motivation. The study is based on semi-structured interviews with 12 students. Overall, the students had a positive perception of the national test; they were motivated to do their best, believed they did well and found the test important and good. Several students were nervous before the test and some during the test whereas others felt okay, or even enjoyed taking the national test. The students talked about less effort and test anxiety in the field trial and perceived the test as less important compared to the national test. The interviews provided a rich understanding of the different aspects of test-taking motivation as described by the expectancy-value theory. Furthermore, they indicated how the test administration could be adjusted so as to achieve higher test validity. 相似文献
20.
Nonmanut Pongsakdi Eero Laakkonen Teija Laine Koen Veermans Minna M. Hannula-Sormunen Erno Lehtinen 《Scandinavian Journal of Educational Research》2019,63(2):179-197
A Word Problem Enrichment programme (WPE) has been found to increase student word problem solving performance when facing non-routine and application problems. However, it is unknown if the WPE has an impact on student beliefs about word problem solving and how the WPE works for students with different motivation in learning mathematics. This study investigated the impact of the WPE on student beliefs about word problem solving by using Latent Profile Analysis and Structural Equation Modelling to analyse relations among the different cognitive, motivation, and belief factors. A total of 170 fourth- and sixth-grade students from elementary schools participated. Results showed that the effects of WPE are various depending on students’ initial motivation level. The impacts of the WPE on student beliefs were found only in students with a low initial motivation level, while its impacts on student problem-solving performance were found only in students with a high initial motivation level. 相似文献