Does It Matter if Examinee Motivation Is Measured before or after A Low-Stakes Test? A Moderated Mediation Analysis

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Assessment Pub Date : 2019-08-26 DOI:10.1080/10627197.2019.1645591

Aaron J. Myers, S. Finney

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引用次数: 8

Abstract

ABSTRACT The indirect effect of perceived test importance on test performance via examinee effort is often modeled using importance and effort scores measured after test completion, which does not align with their theoretical temporal ordering. These retrospectively measured scores may be influenced by examinees’ test performance. To investigate the impact of timing of measurement, college students were randomly assigned to one of the three conditions: (a) importance and effort were measured retrospectively, (b) importance and effort were measured retrospectively and importance was measured prospectively, and (c) importance and effort were measured retrospectively and prospectively. The unstandardized indirect effect was invariant across conditions when modeling prospective and retrospective scores. Priming examinees via prospectively measuring importance and effort did not affect the interrelations among performance and retrospective importance and effort (i.e., invariant indirect effect). Priming did lead to higher average test performance. Thus, priming may provide a cheap intervention for increasing test performance.

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是在低风险测试之前还是之后衡量考生的动机重要吗？适度调解分析

摘要感知的考试重要性通过考生的努力对考试成绩的间接影响通常是使用重要性和考试完成后测量的努力分数来建模的，这与他们的理论时间顺序不一致。这些回顾性测量的分数可能会受到考生考试成绩的影响。为了调查测量时间的影响，大学生被随机分配到以下三种情况之一：（a）回顾性测量重要性和努力，（b）回顾性评估重要性和努力并前瞻性评估重要性，以及（c）回顾性和前瞻性评估重要度和努力。当对前瞻性和回顾性评分进行建模时，非标准化的间接效应在不同条件下是不变的。通过前瞻性测量重要性和努力来启动受试者，不会影响表现与回顾性重要性和努力之间的相互关系（即不变的间接效应）。涂底漆确实提高了平均测试性能。因此，启动可以为提高测试性能提供廉价的干预措施。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Assessment EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

6.70%

发文量

期刊介绍： Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.