Attitudes Toward Standardized Achievement Tests and Their Relation to Achievement Test Performance

Karmos, Ann H.; Karmos, Joseph S.

doi:10.1080/07481756.1984.12022749

Cited by 24 publications

(7 citation statements)

References 4 publications

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“…This study parallels the findings of a large number of investigations that document the profound impact of group-administered achievement tests on teachers and students (Airasian, 1988;Frederiksen, 1984;Haladyna, Nolen, & Haas, 1991;Haney, 1991;Karmos & Karmos, 1984;National Commission on Testing and Public Policy, 1990;Neill & Medina, 1991;Wilson & Corbett, 1990). Of all the commonalties among these studies, one stands out: test scores are not identical with achievement or learning but they strongly influence what is learned and what is taught.…”

supporting

confidence: 82%

Equity and Excellence in Educational Testing and Assessment

Nettles¹,

Nettles²,

Testing³

1995

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supporting

confidence: 82%

Equity and Excellence in Educational Testing and Assessment

Nettles¹,

Nettles²,

Testing³

1995

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“…The researchers found that there were more men in the band of lowest reported effort on reported motivation in self-report measures using the SOS. Other studies have shown that female students reported having higher effort, more cooperativeness, and greater test-taking motivation (Butler & Adams, 2007;Eklöf, 2007;Karmos & Karmos, 1984;O'Neil et al, 2005;Wise et al, 2009). DeMars et al (2013) found that male students had more rapid response behavior than female students, an indicator of low motivation.…”

Section: Gender Differencesmentioning

confidence: 98%

“…One problem that has been identified with taking low‐stakes tests is that students do not often feel like the test has particular relevance for them. Karmos and Karmos () found that for students in Grades 6–9 performance on a standardized achievement test was related to perception of effort, importance of the test, and how the test results would be used. Seegers and Boekaerts () found that effort and performance on a math learning task were related to how personally relevant the 11‐ and 12‐year‐old students judged the task to be.…”

Section: Test Conditions Shown To Influence Motivationmentioning

confidence: 99%

Measuring Motivation in Low‐Stakes Assessments

Finn

2015

ETS Research Report Series

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There is a growing concern that when scores from low‐stakes assessments are reported without considering student motivation as a construct of interest, biased conclusions about how much students know will result. Low motivation is a problem particularly relevant to low‐stakes testing scenarios, which may be low stakes for the test taker but have considerable consequences for teachers, school districts, or educational and governmental institutions. The current review addresses the impact of motivation on assessment scores and research that have identified methods for minimizing the error introduced by unmotivated test takers. A comprehensive review of the test conditions that have been shown to influence motivation is provided. In addition, the review identifies a number of circumstances under which motivation can be enhanced or diminished. The benefits and limitations of the various measurement techniques that have been used to mitigate the negative impact of low‐motivation test takers on score interpretation are discussed.

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“…either essentially empirical, such as item statistics or other test data, or essentially subjective, such as solicited or unsolicited opinions or comments about the test. Unfortunately, analyses of the latter appear far less Content analysis has been viewed as a valuable method of examining frequently in the literature (Karmos & Karmos, 1984). Computergenerated narrative content analysis, however, is emerging as a creditwritten communications by many prominent experts in research.…”

Section: Content Analysis Is a Broad Term Used To Designate Any Of A mentioning

confidence: 99%