Results 211 to 220 of about 11,177 (259)

Ipsative Assessment: Concept and Assimilation in Competency-based Assessment in Undergraduate Medical Training. [PDF]

Int J Appl Basic Med Res
Mahajan R, Virk A, Saiyad S, Gupta K.
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Predicting student achievement for low stakes tests with effort and task value

Contemporary Educational Psychology, 2008
Abstract We investigated motivation for taking low stakes tests. Based on expectancy-value theory, we expected that the effect of student perceptions of three task values (interest, usefulness, and importance) on low stakes test performance would be mediated by the student’s reported effort.
David A Bergin, Tiffany A Whittaker
exaly   +2 more sources

Uncovering the Complexity of Item Position Effects in a Low-Stakes Testing Context

Applied Psychological Measurement, 2022
Previous researchers have only either adopted an item or examinee perspective to position effects, where they focused on exploring the relationships among position effects and item or examinee variables separately. Unlike previous researchers, we adopted an integrated perspective to position effects, where we focused on exploring the relationships ...
Thai Q. Ong, Dena A. Pastor
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Monetary Incentives for Low-Stakes Tests

Educational Assessment, 2005
This research attempted to discover the degree to which performance on assessments that have no direct consequences for individual students can be attributed to students' motivational states in addition to their underlying achievement in the domains measured.
Harold F. O'Neil, Jamal Abedi, Judy Miyoshi, Ann Mastergeorge   +3 more
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A lottery improves performance on a low-stakes test for males but not females

Assessment in Education: Principles, Policy & Practice, 2016
AbstractThe purpose of this study was to address the effectiveness of autonomy support and a lottery-based reward in enhancing test performance and test-taking motivation on a low-stakes test. Two hundred and forty-six university students were randomly assigned to three groups – lottery, autonomy support and control – and took a mathematics test ...
James S. Cole, David A. Bergin, Jessica Summers   +2 more
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Plagiarism in Low-Stakes Unproctored Internet Testing for Programming Aptitude

2018 IEEE Tenth International Conference on Technology for Education (T4E), 2018
Unproctored Internet Testing (UIT) is a popular form of assessment due to its flexibility and low cost. Results from a UIT may be invalid if there is excessive cheating, but this risk can be acceptably small for certain low-stakes tests. In this paper, we analyze the occurrence of one form of cheating (source-code plagiarism) in a low-stakes UIT for ...
Viraj Kumar, Priya Nayak, Rhythm Girdhar
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Between- versus Within-Examinee Variability in Test-Taking Effort and Test Emotions during a Low-Stakes Test

Applied Measurement in Education, 2021
When tests are low stakes for examinees, meaning there are little to no personal consequences associated with test results, some examinees put little effort into their performance.
Beth A. Perkins, Dena A Pastor, Sara J Finney   +2 more
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Measuring and Modeling Change in Examinee Effort on Low-Stakes Tests Across Testing Occasions

International Journal of Testing, 2015
Because schools worldwide use low-stakes tests to make important decisions, value-added indices computed from test scores must accurately reflect student learning, which requires equal test-taking effort across testing occasions. Evaluating change in effort assumes effort is measured equivalently across occasions.
John Sessoms, Sara J. Finney
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Predictors of Accessibility Tool Use on a Low-Stakes Computer-Based Math Test

Assessment for Effective Intervention, 2023
One perceived advantage of computer-based testing is that accessibility tools can be embedded within the testing format, allowing students with disabilities to use them when necessary to remove unique barriers within testing. However, an important assumption is that students activate and use the tools when needed. Initial data from large-scale computer-
Sara E. Witmer, Emily C. Bouck
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