The Influence of Examinee Test-Taking Motivation in Computerized Adaptive Testing.

Autor/inn/en	Kim, JinGyu; McLean, James E.
Titel	The Influence of Examinee Test-Taking Motivation in Computerized Adaptive Testing.
Quelle	(1995), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ability; Adaptive Testing; Aptitude Tests; College Students; Computer Assisted Testing; Foreign Countries; Higher Education; Mathematics Achievement; Multivariate Analysis; Self Concept; Student Attitudes; Student Motivation; Test Anxiety; South Korea + Suchen Sie Ihr Suchwort? Fähigkeit; Fertigkeit; Aptitude test; Eignungsprüfung; Eignungstest; Collegestudent; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Multivariate Analyse; Selbstkonzept; Schülerverhalten; Schulische Motivation; Examination phobia; Testangst; Prüfungsangst; Korea; Republik
Abstract	The purpose of the study was to investigate the effects of test motivation on estimated ability, test anxiety, and attitudes toward computerized adaptive testing (CAT). Korean college students (n=208) were given the Math Aptitude Test, Math Self-Concept Scale, Math Test Anxiety Scale, Computer Competence Instrument, Computer Anxiety Scale, and Test Anxiety Inventory in the regular classroom. The two groups (motivated and non-motivated) were randomly assigned by each course section. The motivated group was given special test instructions. The paper-and-pencil test (PPT) and the CAT algebra tests were given to each group in random order (PPT-CAT or CAT-PPT) under the counterbalanced design at the computer laboratory. They were also given a 10-item paper test anxiety scale, a 10-item computer test anxiety scale, and a paper-and-pencil version of the Questionnaire on Computerized Adaptive Testing. A multivariate analysis of covariance, with the math aptitude and the test anxiety as covariates, demonstrated that test motivation influenced improvement in estimated ability and reduction in test anxiety, but did not affect CAT attitudes. (Contains 4 tables and 45 references.) (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC