The merits of representational pictures in educational assessment: Evidence for cognitive and motivational effects in a time-on-task analysis.

Autor/inn/en	Lindner, Marlit Annalena; Lüdtke, Oliver; Grund, Simon; Köller, Olaf
Titel	The merits of representational pictures in educational assessment: Evidence for cognitive and motivational effects in a time-on-task analysis.
Quelle	In: Contemporary educational psychology, (2017) 51, S. 482-492Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2017.09.009
Schlagwörter	Kognitiver Prozess; Motivationsförderung; Testaufgabe; Testergebnis; Schuljahr 05; Schuljahr 06; Schüler; Texterschließung; Computerunterstütztes Verfahren; Abbildung; Darstellung; Verbesserung; Gegenstand
Abstract	Adding representational pictures (RPs) to text-based items has been shown to improve students' test performance. Focusing on potential explanations for this multimedia effect in testing, we propose two functions of RPs in testing, namely, (1) a cognitive facilitation function and (2) a motivational function. We found empirical support for both functions in this computer-based classroom experiment with N = 410 fifth and sixth graders. All students answered 36 manipulated science items that either contained (text-picture) or did not contain (text-only) an RP that visualized the text information in the item stem. Each student worked on both item types, following a rotated within-subject design. We measured students' (a) solution success, (b) time on task (TOT), and identified (c) rapid-guessing behavior (RGB). We used generalized and linear mixed-effects models to investigate RPs' impact on these outcome parameters and considered students' level of test engagement and item positions as covariates. The results indicate that (1) RPs improved all students' performance across item positions in a comparable manner (multimedia effect in testing). (2) RPs have the potential to accelerate item processing (cognitive facilitation function). (3) The presence of RPs reduced students' RGB rates to a meaningful extent (motivational function). Overall, our data indicate that RPs may promote more reliable test scores, supporting a more valid interpretation of students' achievement levels. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/1