How Representational Pictures Enhance Students' Performance and Test-Taking Pleasure in Low-Stakes Assessment.

Autor/inn/en	Lindner, Marlit A.; Ihme, Jan M.; Saß, Steffani; Köller, Olaf
Titel	How Representational Pictures Enhance Students' Performance and Test-Taking Pleasure in Low-Stakes Assessment.
Quelle	In: European journal of psychological assessment, 34 (2018) 6, S. 376-385 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1015-5759; 2151-2426
DOI	10.1027/1015-5759/a000351
Schlagwörter	Längsschnittuntersuchung; Vergleich; Kognitive Entwicklung; Leistungssteigerung; Motivationsförderung; Psychologischer Test; Testaufgabe; Testverfahren; Multimedia; Schüler; Lernerfolg; Text; Abbildung; Bewertung; Einflussfaktor; Grafische Darstellung
Abstract	Pictures are often used in standardized educational large-scale assessment (LSA), but their impact on test parameters has received little attention up until now. Even less is known about pictures' affective effects on students in testing (i.e., test-taking pleasure and motivation). However, such knowledge is crucial for a focused application of multiple representations in LSA. Therefore, this study investigated how adding representational pictures (RPs) to text-based item stems affects (1) item difficulty and (2) students' test-taking pleasure. An experimental study with N = 305 schoolchildren was conducted, using 48 manipulated parallel science items (text-only vs. text-picture) in a rotated multimatrix design to realize within-subject measures. Students' general cognitive abilities, reading abilities, and background variables were assessed to consider potential interactions between RPs' effects and students' performance. Students also rated their item-solving pleasure for each item. Results from item-response theory (IRT) model comparisons showed that RPs only reduced item difficulty when pictures visualized information mandatory for solving the task, while RPs substantially enhanced students' test-taking pleasure even when they visualized optional context information. Overall, our findings suggest that RPs have a positive cognitive and affective influence on students' performance in LSA (i.e., multimedia effect in testing) and should be considered more frequently. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/1