Change in Test-Taking Motivation and Its Relationship to Test Performance in Low-Stakes Assessments

Autor/inn/en	Penk, Christiane; Richter, Dirk
Titel	Change in Test-Taking Motivation and Its Relationship to Test Performance in Low-Stakes Assessments
Quelle	In: Educational Assessment, Evaluation and Accountability, 29 (2017) 1, S.55-79 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-016-9248-7
Schlagwörter	Test Wiseness; Student Motivation; Academic Achievement; Cognitive Tests; Response Style (Tests); Success; Relevance (Education); Learner Engagement; Grade 9; Predictor Variables; Predictive Validity; Performance Based Assessment; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Schulische Motivation; Schulleistung; Kognitiver Fähigkeitstest; Antwortverhalten; Erfolg; Relevance; Relevanz; School year 09; 9. Schuljahr; Schuljahr 09; Prädiktor; Leistungsermittlung; Ausland; Deutschland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01