Does test-taking motivation predict test results in a high-stakes testing context?

Silm, Gerli; Must, Olev; Täht, Karin; Pedaste, Margus

doi:10.1080/13803611.2021.1949355

Cited by 3 publications

(3 citation statements)

References 64 publications

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“…First, although previous research is generally supportive of the inferences made from both subscales, we anticipate stronger validity evidence with improved versions of the importance subscale. Second, the effort subscale is more popular than the importance subscale as evidenced by the use of only the effort subscale in recent studies (e.g., Perkins et al, 2021; Silm, Must, et al, 2020). Third, a recent adaption of the SOS left the effort subscale fairly intact and retained only items 1 and 5 on the importance subscale with minor modifications (e.g., Hopfenbeck & Kjӕrnsli, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…A popular self-report measure of TTM is the Student Opinion Scale 1 (SOS; Sundre, 1996, 1997, 1999; Wolf & Smith, 1993; 1995), which has been used in at least 91 published studies and 79 unpublished studies. 2 Two recent meta-analytic reviews found the SOS to be the most commonly used self-report TTM measure (Rios, 2021; Silm, Must, et al, 2020). The SOS has been used to understand correlates of TTM (e.g., DeMars et al, 2013), the relation between TTM and test performance (e.g., Silm, Pedaste et al, 2020), changes in TTM during testing (e.g., Perkins et al, 2021), and to filter unmotivated examinees from the data (e.g., Swerdzewski et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Development and Internal Validity of the Student Opinion Scale: A Measure of Test-Taking Motivation

Pastor

Patterson

Finney

2022

Journal of Psychoeducational Assessment

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In low-stakes testing contexts, there are minimal personal consequences associated with examinee performance. Examples include assessments administered for research, program evaluation, test development, and international comparisons (e.g., Programme for International Student Assessment [PISA]). Because test-taking motivation can suffer in low-stakes conditions, the Student Opinion Scale (SOS) is commonly administered to measure test-taking effort and how personally important the examinee feels it is to do well on the test. Although popular, studies of the scale’s internal validity yield conflicting findings. The present study critically evaluates the creation of the SOS and considers its factor structure across six samples of college students differing in their college experience level and version of the SOS administered. Because findings only support the internal validity of the effort subscale, further study and development of the importance subscale is recommended.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Development and Internal Validity of the Student Opinion Scale: A Measure of Test-Taking Motivation

Pastor

Patterson

Finney

2022

Journal of Psychoeducational Assessment

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“…These results are counter-intuitive since one would expect higher scores even for those students with a migration background due to economic advantages and a better school environment. Whether these differences could be the effect of test-taking motivation (Silm et al, 2021) or socioeconomic factors such as parent's education and language spoken at home (Martins & Veiga, 2010), they provide another useful source of information and merit further investigation.…”

Section: Discussionmentioning

confidence: 99%

Inequalities in Albanian Education: Evidence from Large-Scale Assessment Studies

Shahini¹

2021

KiE

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The study analyzes student, school and district level inequalities of Albanian education system as evidenced in two large-scale assessments. Two main datasets were used for this study, PISA 2018 and the Albanian State Matura Exam 2017. Due to the limited availability of data, the study could only consider a small number of dependent variables at the individual, school, and district level. Utilizing a multilevel analysis, the study observes considerable differences among schools and districts in all three PISA domains and the State Matura Exam. The results were inconclusive regarding shortages of resources at the school and district level. Staff shortage was associated with academic performance in the PISA 2018 dataset, but no statistical association could be identified with the lack of school resources. The analysis of the district financial resources did not show any significant relationship between spending and school performance in the Albanian State Matura Exam. Gender disparities were present in both datasets. Socioeconomic factors, which were measured only in the PISA dataset, had an effect on the student' achievement.

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Online Testing as a Means of Enhancing Students’ Academic Motivation during the Coronavirus Pandemic

Stoyanova

Giannouli

2022

Education Sciences

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Although it is widely believed that online testing may be applied as a way of enhancing academic motivation, thus far we know little about this topic for Bulgarian students. For this purpose, we conducted research during the COVID-19 pandemic focusing only on university students (n = 80; 74 women, 63 full-time, 17 part-time, 41 bachelor students, 39 master’s students). Participants studied online and filled in several tests online as a part of their interim control. Nine tests were created measuring knowledge and skills related to psychological measurements. Each student was provided the opportunity to respond an unlimited number of times to each test and, therefore, data were collected from 1226 testing procedures that permitted the comparison of 911 responses from full-time students with 315 responses from part-time students. Findings support the conclusion that the highest academic motivation was manifested in the best students’ performance, because the students with high academic motivation had the highest test scores/attempts in online testing. The lowest academic motivation was expressed in the least efforts put into the learning process, because the students with the lowest motivation made the least number of attempts to respond to a test, compared with the students with medium and high academic motivation.

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Does test-taking motivation predict test results in a high-stakes testing context?

Cited by 3 publications

References 64 publications

Development and Internal Validity of the Student Opinion Scale: A Measure of Test-Taking Motivation

Development and Internal Validity of the Student Opinion Scale: A Measure of Test-Taking Motivation

Inequalities in Albanian Education: Evidence from Large-Scale Assessment Studies

Online Testing as a Means of Enhancing Students’ Academic Motivation during the Coronavirus Pandemic

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