We studied how time measures can be used as predictors of test-taking performance in low-stakes tests. Our sample consisted of undergraduate students (N = 327) who took a computer-based cognitive abilities test. Our aim was to find how test-takers' motivation manifests itself in test-taking effort. We found that a high test-taking speed is related to low test scores (the correlation between test score and Response Time Effort was r = .71). Also, the mean time for wrong answers per item was smaller than the time for right answers (mean effect size d = .22). We found that performance in low-stakes tests is influenced by two test-taking effort characteristics: the number of items the test-taker attempts to solve and the mean time that is devoted to solve an item (β = .4-.5).We suggest that test-taking motivation should be studied further as it may provide useful information for interpreting results of tests and examinations.
In recent years the use of e-portfolios has increased in teacher education. Moreover, another rapidly evolving area in teacher education is learning analytics (LA). This paper reports the experiences of 13 student teachers in the implementation of an e-portfolio that is enriched with LA in a teacher education programme. Thirteen student teachers of primary school teacher curriculum received feedback and were assessed by their supervisors in their internship via an e-portfolio with LA. Questionnaire and a focus group interview were administered among the participants to identify how the student teachers perceive the job-fit and the effort expectancy of the e-portfolio with the LA application and to indicate the challenges encountered. The study revealed several positive evidences: the student teachers were on agreement that e-portfolio with LA is time-economising and easy to use. The student teachers appreciated that they received a good overview about their professional development. As a challenge, many student teachers questioned whether the use of e-portfolio can increase the quality of their professional activities (e.g. planning lessons, carrying out teaching activities and evaluating pupils' learning). Future research should focus on how to support the student teachers so that they would comprehend the benefits of the e-portfolio with LA on their professional activities and how to integrate human expertise in a more dynamic way.
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