Measuring Learning Outcomes in Higher Education: Motivation Matters

Autor/inn/en	Liu, Ou Lydia; Bridgeman, Brent; Adler, Rachel M.
Titel	Measuring Learning Outcomes in Higher Education: Motivation Matters
Quelle	In: Educational Researcher, 41 (2012) 9, S.352-362 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X12459679
Schlagwörter	Academic Achievement; Higher Education; Stakeholders; Student Motivation; Multiple Choice Tests; Accountability; Educational Assessment; Outcomes of Education; Multiple Regression Analysis; Essay Tests; Effect Size; Achievement Gains; College Students + Suchen Sie Ihr Suchwort? Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulische Motivation; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Verantwortung; Education; assessment; Bewertungssystem; Lernleistung; Schulerfolg; Schriftlicher Sprachgebrauch; Achievement gain; Leistungssteigerung; Collegestudent
Abstract	With the pressing need for accountability in higher education, standardized outcomes assessments have been widely used to evaluate learning and inform policy. However, the critical question on how scores are influenced by students' motivation has been insufficiently addressed. Using random assignment, we administered a multiple-choice test and an essay across three motivational conditions. Students' self-report motivation was also collected. Motivation significantly predicted test scores. A substantial performance gap emerged between students in different motivational conditions (effect size as large as 0.68). Depending on the test format and condition, conclusions about college learning gain (i.e., value added) varied dramatically from substantial gain (d = 0.72) to negative gain (d = -0.23). The findings have significant implications for higher education stakeholders at many levels. (Contains 5 tables, 2 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10