Too hard, too easy, or just right? The relationship between effort or boredom and ability-difficulty fit.

Autor/inn/en	Asseburg, Regine; Frey, Andreas
Titel	Too hard, too easy, or just right? The relationship between effort or boredom and ability-difficulty fit.
Quelle	In: Psychological test and assessment modeling, 55 (2013) 1, S. 92-104 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2190-0493; 2190-0507
Schlagwörter	Bildungsforschung; Anstrengung; Langeweile; Performanz; Leistungsmessung; Testen; PISA (Programme for International Student Assessment)
Abstract	Usually, it is assumed that achievement tests measure maximum performance. However, test performance is not only associated with ability but also with motivational and emotional aspects of test-taking. These aspects are influenced by individual success probability, which in turn depends on the ratio of individual ability to item difficulty (ability-difficulty fit). The impact of ability-difficulty fit on test-taking motivation and emotion is unknown and rarely considered when interpreting test results. N = 9,452 ninth-graders in Germany (PISA 2006) completed a mathematics test and a questionnaire on test-taking effort (motivation) and boredom/daydreaming (emotion). Overall, mean item difficulty exceeded individual ability. Ability-difficulty fit was positively linear related with effort and boredom/daydreaming. The results suggest that low ability students may not show maximum performance in a sequential achievement test. Thus, test score interpretation for this subsample may be invalid. As a solution to this problem the application of computerized adaptive testing is discussed. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2014/2