Institutional Strategies Related to Test-Taking Behavior in Low Stakes Assessment

Autor/inn/en	Schüttpelz-Brauns, Katrin; Hecht, Martin; Hardt, Katinka; Karay, Yassin; Zupanic, Michaela; Kämmer, Juliane E.
Titel	Institutional Strategies Related to Test-Taking Behavior in Low Stakes Assessment
Quelle	In: Advances in Health Sciences Education, 25 (2020) 2, S.321-335 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schüttpelz-Brauns, Katrin) ORCID (Hecht, Martin) ORCID (Kämmer, Juliane E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-019-09928-y
Schlagwörter	Educational Policy; School Policy; Testing; Medical Schools; Medical Students; Test Wiseness; Foreign Countries; Educational Strategies; Self Determination; Germany; Austria + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Schulpolitik; Testdurchführung; Testen; Medizinische Ausbildung; Ausland; Lehrstrategie; Selbstbestimmung; Deutschland; Österreich
Abstract	Low stakes assessment without grading the performance of students in educational systems has received increasing attention in recent years. It is used in formative assessments to guide the learning process as well as in large-scales assessments to monitor educational programs. Yet, such assessments suffer from high variation in students' test-taking effort. We aimed to identify institutional strategies related to serious test-taking behavior in low stakes assessment to provide medical schools with practical recommendations on how test-taking effort might be increased. First, we identified strategies that were already used by medical schools to increase the serious test-taking behavior on the low stakes Berlin Progress Test (BPT). Strategies which could be assigned to self-determination theory of Ryan and Deci were chosen for analysis. We conducted the study at nine medical schools in Germany and Austria with a total of 108,140 observations in an established low stakes assessment. A generalized linear-mixed effects model was used to assess the association between institutional strategies and the odds that students will take the BPT seriously. Overall, two institutional strategies were found to be positively related to more serious test-taking behavior: discussing low test performance with the mentor and consequences for not participating. Giving choice was negatively related to more serious test-taking behavior. At medical schools that presented the BPT as evaluation, this effect was larger in comparison to medical schools that presented the BPT as assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01