Is it all about value? Bringing back the expectancy component to the assessment of test-taking motivation

Penk, Christiane; Schipolowski, Stefan

doi:10.1016/j.lindif.2015.08.002

Cited by 57 publications

(43 citation statements)

References 29 publications

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“…Whereas value (i.e., perceived test importance) was included in our model, expectancy for success was not. Although some researchers believe that expectancy for success is not relevant in a low-stakes context because "success" cannot be defined given lack of consequences and feedback (e.g., , others have empirically uncovered a non-negligible relationship between expectancy for success and performance on low-stakes tests for Swedish (Eklöf, 2007) and German students (Freund & Holling, 2011;Penk, Schipolowski, & Poehlmann, 2014). Recent research with German students (Penk, Pöhlmann, & Roppelt, 2014) also supports the examination of "person-related facets" such as self-concept, worry, and distraction when examining test performance in a lowstakes context.…”

Section: Limitations and Future Studiesmentioning

confidence: 99%

The Role of Students’ Attitudes and Test-Taking Motivation on the Validity of College Institutional Accountability Tests: A Path Analytic Model

Zilberberg

Finney

Marsh

et al. 2014

International Journal of Testing

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Given worldwide prevalence of low-stakes testing for monitoring educational quality and students' progress through school (e.g., Trends in International Mathematics and Science Study, Program for International Student Assessment), interpretability of resulting test scores is of global concern. The nonconsequential nature of low-stakes tests can undermine students' test-taking motivation, artificially deflating performance and thus jeopardizing validity of test-based inferences, whether they pertain to programs, institutions, or nations (Eklöf, 2007(Eklöf, , 2010Stanat & Lüdtke, 2013;Wise & DeMars, 2005). Moreover, students in countries such as the United States, where academic progress over the course of K-12 (kindergarten through Grade 12) is systematically assessed, are likely to develop antagonistic attitudes toward lowstakes testing by the time they enter college. The relationship between such attitudes, test-taking motivation, and performance on a low-stakes university accountability test was modeled via path analysis. Results indicated the effects of attitudes were indirect (via test-taking motivation) and minimal, suggesting the influence of attitudes on test performance is negligible, further supporting the validity of inferences made from such low-stakes tests. Implications for international assessment are discussed.

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Section: Limitations and Future Studiesmentioning

confidence: 99%

The Role of Students’ Attitudes and Test-Taking Motivation on the Validity of College Institutional Accountability Tests: A Path Analytic Model

Zilberberg

Finney

Marsh

et al. 2014

International Journal of Testing

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“…Gender was explored in five studies, with two studies describing gender differences (Henschel and Roick 2017;Gaspard et al 2015) and three describing consistency in findings for both genders (Muis et al 2015;Guo et al 2015;Simpkins et al 2006). One study specifically described omitting special needs students from their data (Penk and Schipolowski 2015), one study noted that 30% of the students had an Individualised Education Plan (IEP) (Muis et al 2015), and one study included one general education class and one special education class (Peng and Nyroos 2012). Difference in values held by general education students when compared to students in special needs education was described in one study (Peng and Nyroos 2012).…”

Section: How Consistent Are the Findings Reported In The Studies?mentioning

confidence: 99%

Student and/or Teacher Valuing in Mathematics Classrooms: Where Are We Now, and Where Should We Go?

Carr

2019

Values and Valuing in Mathematics Education

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A seminal literature review of values in mathematics education was conducted at the turn of the century, and at that time revealed a paucity of research in this area (Bishop et al. in Values in mathematics teaching: The hidden persuaders? Dordrecht, The Netherlands: Kluwer Academic Publishers, 2003). Bishop and colleagues noted that a change in the values being taught is implicit in any recommendation for changing teaching, and argued that any significant development in mathematics education probably implies a change in values. Research in values in mathematics education remains a high priority today as STEM participation and achievement around the globe continues to encounter many challenges. This chapter presents an updated systematic literature review of values in mathematics classrooms with a view to identifying what has been achieved more recently in this field. Using a systematic search of peer-reviewed publications, some 299 abstracts met key term search criteria. Following an examination of the abstracts, a final data set of 34 studies were retained for further review and analysis. Research methodology, geographic location, stakeholder-teacher or student-valuing, age, grade level, gender, and a summary of original main conclusions were reported for each of the relevant studies. Results were synthesized across the data set to describe where the body of research is at currently. Keywords Literature review • Mathematics • Students • Teachers • Values 3.1 Introduction The study of values spans a broad multidisciplinary terrain, with different disciplines pursuing the central concept of values from unique orientations. In the seminal literature on values in anthropology, Kluckhohn and Strodtbeck (1961) wrote that values can be conceptualized as being able to answer basic existential questions and to help

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“…Ifølge Wigfield og Eccles (2000) har de fleste empiriske studier som har brukt denne modellen, fokusert på de tre første komponentene. Høy mestringsforventning til og verdsetting av det å gjennomføre tester fører gjerne til at testtakeren anstrenger seg mer (Penk & Schipolowski, 2015). Videre er det vanlig å betrakte interesseverdien som en form for indre motivasjon, mens de andre motivasjonsverdiene regnes som ytre motivasjon (Wigfield & Eccles, 2000).…”

Section: Testmotivasjonunclassified

“…Elevers testmotivasjon er overraskende lite studert, hevder Eklöf (2010, s. 259), med tanke på at den kan ha sammenheng med prestasjonen. Internasjonale studier om testmotivasjon er i overveiende grad kvantitative (Cole & Osterlind, 2008;Hopfenbeck & Kjaernsli, 2016;Hopfenbeck, 2010;Knekta & Eklöf, 2015;Penk & Schipolowski, 2015;Schiefele et al, 2012;Schiefele & Krapp, 1996;Wise & DeMars, 2005), mens få går i dybden på enkeltelevers opplevelser. Vi har ikke funnet noen norske studier om teststrategier hos elever med flerspråklig bakgrunn, og kan heller ikke se at begrepet er brukt i norsk faglitteratur om lesing.…”

Section: Lesevanerunclassified

“…At informantene på nivå 4 og 5 ikke nevnte noe om karakterer, tolker vi som at karakterer ikke er avgjørende for innsatsen de investerte. Når det gjelder nyttefaktoren, er det stilt spørsmål ved hvor hensiktsmessig det er å ha med denne komponenten ved undersøkelser av motivasjon i lowstakestester, siden prestasjonen ikke får noen konsekvenser for testtakeren (Penk & Schipolowski, 2015). Som vi har sett, indikerer likevel vår studie en forskjell mellom de høyt-og lavtpresterende når det gjelder nytteverdiens innvirkning på motivasjonen.…”

Section: Verdierunclassified

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Teststrategier og testmotivasjon: Fire niendeklassingers erfaringer med nasjonal prøve i lesing

Arntzen

Andreassen

Karlsen

et al. 2019

NJLR

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Høgskolen i Østfold Sammendrag Denne studien bygger på intervjuer med fire flerspråklige elever om deres deltakelse på nasjonal prøve i lesing på 9. trinn. Intervjuene fokuserte på temaene testmotivasjon og teststrategier under gjennomføringen av leseprøven. Gjennom samtalene fant vi at elevene var motiverte for å delta på prøven selv om resultatene på denne ikke gav utslag på karakterene. De som skåret høyt så ut til å bruke et bredere register av teststrategier enn de elevene som skåret lavt. Elevenes opplevelser, erfaringer og refleksjoner rundt testmotivasjon og teststrategier komplementerer den kunnskapen vi har om nasjonale leseprøver siden det fins få kvalitative studier om elevers egne perspektiver på testmotivasjon og teststrategier og ingen om den gruppen elever vi studerer.

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Is it all about value? Bringing back the expectancy component to the assessment of test-taking motivation

Cited by 57 publications

References 29 publications

The Role of Students’ Attitudes and Test-Taking Motivation on the Validity of College Institutional Accountability Tests: A Path Analytic Model

The Role of Students’ Attitudes and Test-Taking Motivation on the Validity of College Institutional Accountability Tests: A Path Analytic Model

Student and/or Teacher Valuing in Mathematics Classrooms: Where Are We Now, and Where Should We Go?

Teststrategier og testmotivasjon: Fire niendeklassingers erfaringer med nasjonal prøve i lesing

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