Time-on-task: A research review.

Karweit, Nancy

doi:10.1037/e436792004-001

Cited by 37 publications

(53 citation statements)

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“…However, the focus of the study is on students' engagement and attainment in the assessment tasks instead of on their school achievement as in much of TOT research (Karweit, 1982). Therefore, we use students' prior school achievement (GPA) as an indicator of ability for the next stage of learning (Atkinson & Geiser, 2009;Gustafsson & Carlstedt, 2006;Thorsen & Cliffordson, 2012) instead of seeing school achievement as just the end state (grades given in an end-of-year report).…”

Section: Present Studymentioning

confidence: 98%

The role of time on task in computer-based low-stakes assessment of cross-curricular skills.

Kupiainen

Vainikainen

Marjanen

et al. 2014

Journal of Educational Psychology

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The role of time on task (TOT) for students' attainment in a low-stakes assessment of cross-curricular skills was examined using the log data collected in the computer-based assessment (CBA). Two structural equation models were compared: Model 1, in which students' test scores were explained by grade point average (GPA) together with mastery and detrimental motivational attitudes, and Model 2, in which TOT was added to the model to mediate the effects of GPA and the 2 motivational constructs. Fitting the models to nationally representative data of 4,249 Finnish 9th graders (Mage = 15.92 years) confirmed the hypothesis that investment of time plays a key role in explaining test scores in low-stakes assessment even when prior ability (GPA) is taken into account. It was also confirmed that the effects of the detrimental attitudes on students' attainment were mediated by TOT. The study makes an important contribution to research regarding the role of motivational attitudes and TOT in low-stakes assessment, which is vital for the use of the assessment results in national and international benchmarking. It is concluded that log data provide a functional way to investigate time investment in CBA as an indicator for students' effort, yielding relevant implications for educational psychologists.

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Section: Present Studymentioning

confidence: 98%

The role of time on task in computer-based low-stakes assessment of cross-curricular skills.

Kupiainen

Vainikainen

Marjanen

et al. 2014

Journal of Educational Psychology

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“…Not surprisingly, given the broad range of time measures and differences in methodological approaches, studies have produced a fairly wide range of estimates of the effect of time on learning. Karweit (1983) examined eight different studies of time on task and found that in general they showed a positive association between time and learning, but noted that all of the studies had problems with inconsistency and of strength.…”

Section: Accelerated Programmes In the Literaturementioning

confidence: 97%

Exploring the impacts of accelerated delivery on student learning, achievement and satisfaction

Wilkins

Martin

Walker

2010

Research in Post-Compulsory Education

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This case study examines the impacts on student learning, achievement and satisfaction when year 13 (final year) students at a large UK sixth-form college take a GCE A level in one year instead of the usual two years. Data relating to the entry qualifications and final A level grades achieved by 879 students on both accelerated and non-accelerated programmes were obtained over a fouryear period. Inferential analysis was carried out using pairwise Z-tests to compare the proportion of students achieving grade C or better on each course. A sample of 89 students completed a written questionnaire, which was used to examine their attitudes and opinions of accelerated and non-accelerated teaching and learning. It was found that students on accelerated programmes who had taken Business Studies at GCSE or who achieved an A* or A grade in English or Maths at GCSE were more likely to get a grade of C or above at A level compared to students on the standard two-year programme. The results of this study suggest that further research is needed to assess whether more students could be successful on accelerated A level courses, or similar post-compulsory courses internationally. IntroductionThe General Certificate of Education Advanced Level, commonly referred to as an A level, is the main qualification taken by 18-year-olds at the end of their school education in England, Wales and Northern Ireland. In year 11, when students are aged 16, they take the General Certificate in Secondary Education (GCSE) examinations, which is the end of their compulsory education. A levels can then be taken in years 12 and 13 as the first stage of post-compulsory education. British universities allocate the vast majority of places for undergraduate degrees on the basis of A level grades achieved. A levels are typically taken at a secondary school that has a sixth form or at a sixth-form college that specialises in education for 16-19 year-olds. A much smaller number of students also take A levels at further education colleges, some of which have also established sixth forms.

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“…Influenced by Carroll's (1963) original Model of School Learning, the majority of later models presenting comprehensive conceptions of classroom learning have been largely or entirely time-driven (Haertel, Walberg, 8c Weinstein, 1983;Leinhardt, 1980). From these models of classroom learning has grown a sizable body of research showing that various indices of time do bear stable relationships to student learning outcomes, although the strength of relationship apparendy varies, depending upon the learning context (Frederick 8c Walberg, 1980;Karweit, 1983;Karweit 8c Slavin, 1981). The relationship between instructional time and student outcomes also seems to increase as measures of time become more specific and proximal to the actual learning process (Greenwood, Delquadri, 8c Hall, 1984).…”

Section: Time As a Process Variablementioning

confidence: 96%

Direct Observation in Special Education Classrooms: Concurrent Use of Two Instruments and their Validation

Tindal¹,

Parker²

1987

J Spec Educ

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In the past decade, a number of methodologies have been proposed for observation in the classroom. Generally, this research has focused on the use of one instrument and has rarely reported results from validation investigations. The current study, however, employed two direct observation instruments concurrently within two reading programs-Breaking the Code and an Eclectic Program-in middle school resource rooms. A momentary time sample of task engagement and an event record of discrete student responses were employed in six classrooms representing the two programs. A multimethod validation process was implemented, focusing on treatment and criterion-related validities. Many findings were program-specific, with differences lost or diluted when data were combined across programs. An argument is presented for structuring observation in a manner sensitive to classroom activity structures.The purpose of this article is to describe the validity of two instruments used to measure student classroom behaviors within middle school (grades 6-8) learning disabilides classrooms: a 15-second momentary time sample (MTS) of task engagement and a 2-minute event record (ER) of discrete academic behaviors. The two instruments employed different time sampling techniques and different metrics, namely "engagement rate" (percentage of class time) and "response rate" (occurrences per minute). The results from these instruments were used to differentiate between two remedial language arts programs that differed widely in curriculum and teaching procedures. In one program, Breaking the Code (Lebo, Hughs, Thomas, & Gurren, 1975), teachers employed scripts, a very controlled sequence of skills and activities, and an integrated blend of reading, spelling, and writing words and letter combinations. In the Eclectic Program, an amalgamation of materials was employed, with no explicit sequence of skills and activities, and with an emphasis on oral and silent reading of text, rather than writing and spelling. Three general research questions addressed the validity of the two observational measures: (a) their sensitivity to reflecting instructional differences between the two programs, (b) their relationship with each other, and (c) their relationship with nonobservation criteria of student reading achievement and workbook scores.As Hoge (1985) noted in a review of validity of direct observation instruments, several methods for validating new instruments are available to researchers, although they are not often attempted. He defined three types of validity: treatat PENNSYLVANIA STATE UNIV on June 25, 2015 sed.sagepub.com Downloaded from

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Time-on-task: A research review.

Cited by 37 publications

References 0 publications

The role of time on task in computer-based low-stakes assessment of cross-curricular skills.

The role of time on task in computer-based low-stakes assessment of cross-curricular skills.

Exploring the impacts of accelerated delivery on student learning, achievement and satisfaction

Direct Observation in Special Education Classrooms: Concurrent Use of Two Instruments and their Validation

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