Literaturnachweis - Detailanzeige
| Autor/inn/en | Witmer, S. E.; Roschmann, S.; Timmermans, R.; Los, J. |
|---|---|
| Titel | Promoting Student Engagement during Large-Scale Testing |
| Quelle | In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 95 (2022) 1, S.42-53 (12 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-8655 |
| DOI | 10.1080/00098655.2022.2028713 |
| Schlagwörter | Learner Engagement; Measurement; Achievement Tests; Access to Education; Classroom Techniques; Testing Programs; Student Motivation |
| Abstract | For test scores to be used to appropriately inform decision-making, and for the associated academic practice opportunities afforded during testing to benefit students, it is critical that students put forth sufficient effort and engagement during testing sessions. Existing research highlights that a substantial proportion of students may disengage during large-scale testing, and that this can be due to anxiety, difficulties sustaining attention, and/or low motivation. These reasons may vary by individual student and by the magnitude of test stakes attached to test scores. The universal design aspect of "multiple means of engagement" is described as a framework to inform the development and application of test engagement strategies for improving student test engagement. Various associated strategies that could be applied to improve student test engagement are described and situated as part of a multi-tiered approach. In addition, considerations for promoting student test engagement in the future by embedding targeted features within test program design are highlighted. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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