Test Instructions Do Not Moderate the Indirect Effect of Perceived Test Importance on Test Performance in Low-Stakes Testing Contexts

Autor/inn/en	Finney, Sara J.; Myers, Aaron J.; Mathers, Catherine E.
Titel	Test Instructions Do Not Moderate the Indirect Effect of Perceived Test Importance on Test Performance in Low-Stakes Testing Contexts
Quelle	In: International Journal of Testing, 18 (2018) 4, S.297-322 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1530-5058
DOI	10.1080/15305058.2017.1396466
Schlagwörter	Testing; Test Construction; Performance Factors; Guidelines; Test Wiseness; Student Motivation; College Students; Test Anxiety + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Testaufbau; Leistungsindikator; Richtlinien; Schulische Motivation; Collegestudent; Examination phobia; Testangst; Prüfungsangst
Abstract	Assessment specialists expend a great deal of energy to promote valid inferences from test scores gathered in low-stakes testing contexts. Given the indirect effect of perceived test importance on test performance via examinee effort, assessment practitioners have manipulated test instructions with the goal of increasing perceived test importance. Importantly, no studies have investigated the impact of test instructions on this indirect effect. In the current study, students were randomly assigned to one of three test instruction conditions intended to increase test relevance while keeping the test low-stakes to examinees. Test instructions did not impact average perceived test importance, examinee effort, or test performance. Furthermore, the indirect relationship between importance and performance via effort was not moderated by instructions. Thus, the effect of perceived test importance on test scores via expended effort appears consistent across different messages regarding the personal relevance of the test to examinees. The main implication for testing practice is that the effect of instructions may be negligible when reflective of authentic low-stakes test score use. Future studies should focus on uncovering instructions that increase the value of performance to the examinee yet remain truthful regarding score use. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01