Eliminating Motivational Causes of Test Bias. Final Report, October 1, 1976 through March 31, 1980.

Autor/in	Hill, Kennedy T.
Institution	Illinois Univ., Urbana. Inst. for Child Behavior and Development.
Titel	Eliminating Motivational Causes of Test Bias. Final Report, October 1, 1976 through March 31, 1980.
Quelle	(1980), (51 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Achievement Tests; Elementary Education; Motivation; Racial Differences; Sex Differences; Socioeconomic Influences; Test Anxiety; Test Bias; Test Construction; Test Wiseness; Testing Problems; Testing Programs + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Elementarunterricht; psychologische; Motivation (psychologisch); Rassenunterschied; Sex difference; Geschlechtsunterschied; Sozioökonomischer Faktor; Examination phobia; Testangst; Prüfungsangst; Testkritik; Testaufbau
Abstract	This program of research has three general thrusts. First, the relations between motivation and achievement performance were studied across children of various sociocultural backgrounds including lower- and middle- class white, black, and hispanic children. Motivational test bias was found to be strong for students of all sociocultural backgrounds, income levels, and public school age levels. As an outgrowth of this research, new, shorter motivational measures were developed. A second thrust was a series of studies directed at developing new procedures for giving (achievement) tests that successfully reduce or eliminate motivational aspects of test bias and thereby optimize children's performance. Time limits in particular can be varied in completely standardized ways in administering achievement and other tests so that procedures found to minimize motivational bias and optimize performance can be fairly readily incorporated into testing programs. The third thrust of the research program was to help children learn to cope with and function effectively in highly evaluative formal testing situations through the development of additional new kinds of practice tests and teaching activities that help students deal with test instructions and procedural demands. (RL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC