Do Examinees Have Similar Test-Taking Effort? A High-Stakes Question for Low-Stakes Testing

Autor/inn/en	Barry, Carol L.; Horst, S. Jeanne; Finney, Sara J.; Brown, Allison R.; Kopp, Jason P.
Titel	Do Examinees Have Similar Test-Taking Effort? A High-Stakes Question for Low-Stakes Testing
Quelle	In: International Journal of Testing, 10 (2010) 4, S.342-363 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1530-5058
Schlagwörter	Testing; Comparative Analysis; Accountability; College Students; Student Motivation + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Verantwortung; Collegestudent; Schulische Motivation
Abstract	Given the prevalence of low-stakes testing internationally (e.g., NAEP, TIMSS, PIRLS), it is crucial to try to better understand examinee motivation in these contexts. In the current study, mixture modeling results supported three different profiles of test-taking effort over the course of five tests. Classes 1 and 2 had varying levels of effort whereas Class 3 had steady levels of effort across the five tests. Examination of relationships between class membership and external variables suggested the classes could be differentiated by achievement goals, personality, and ability. Implications of these results for international assessment and directions for future research are discussed. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10