Abstract
Low-stakes assessments do not have consequences for the test-takers. Currently, motivational research indicates that a lack of test-taking motivation can decrease students’ performance in low-stakes assessments. However, little research has explored the domain-specific and situation-specific aspects of motivation simultaneously. Research examining differences in test-taking motivation among students in different types of schools is also limited. Our study therefore addressed the motivational determinants of test performance in low-stakes assessments, in general, as well as school-track-specific differences in particular. Drawing on national data from students who participated in a cross-national study of educational achievement, we conducted multiple regression analyses to predict the students’ test performance and the effort they invested in that test. We conducted the analyses for the entire sample as well as for the students in that sample separated according to the school track they were attending. The results showed that, after we had controlled for self-concept in mathematics, test-taking motivation was significantly, but relatively weakly, associated with test performance: Students achieved higher test performance the more effort they invested and the less worry they experienced during the test. We also found school-track-specific differences for invested effort. Test attractiveness seems to be a more important inducement to invest effort for students in nonacademic-track schools than for students in academic-track schools. The weak relationship between test-taking motivation and performance supports the validity of the applied low-stakes test. However, it seems that invested effort and worry are indispensable constructs for performance in low-stakes tests. For students of nonacademic tracks especially, an attractive and enjoyable test seems a crucial aspect of motivating them to expend their best effort. Implications for constructing low-stakes tests are discussed.
Highlights
Low-stakes assessments do not have consequences for the test-takers
The results showed that, after we had controlled for self-concept in mathematics, test-taking motivation was significantly, but relatively weakly, associated with test performance: Students achieved higher test performance the more effort they invested and the less worry they experienced during the test
The weak relationship between test-taking motivation and performance supports the validity of the applied low-stakes test
Summary
Low-stakes assessments do not have consequences for the test-takers. Currently, motivational research indicates that a lack of test-taking motivation can decrease students’ performance in low-stakes assessments. Over the last two decades, an increasing number of education systems (hereafter countries) have found their participation in large-scale cross-national educational assessments a more and more relevant part of quality evaluation of their school systems Examples of these studies are the Programme for International Student Assessment (PISA), conducted by the Organisation for Economic Co-operation and Development (OECD), and the Trends in International Mathematics and Science Study (TIMSS), conducted by the International Association for the Evaluation of Educational Achievement (IEA). In order to draw valid conclusions about students’ abilities during this process, test-takers need to be motivated to expend full effort throughout the entire testing session Such tests have no positive or negative consequences for the test-takers, no matter how successfully or unsuccessfully they perform
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