{"title":"在低风险测试环境中,测试说明不能缓和感知测试重要性对测试性能的间接影响","authors":"S. Finney, Aaron J. Myers, C. Mathers","doi":"10.1080/15305058.2017.1396466","DOIUrl":null,"url":null,"abstract":"Assessment specialists expend a great deal of energy to promote valid inferences from test scores gathered in low-stakes testing contexts. Given the indirect effect of perceived test importance on test performance via examinee effort, assessment practitioners have manipulated test instructions with the goal of increasing perceived test importance. Importantly, no studies have investigated the impact of test instructions on this indirect effect. In the current study, students were randomly assigned to one of three test instruction conditions intended to increase test relevance while keeping the test low-stakes to examinees. Test instructions did not impact average perceived test importance, examinee effort, or test performance. Furthermore, the indirect relationship between importance and performance via effort was not moderated by instructions. Thus, the effect of perceived test importance on test scores via expended effort appears consistent across different messages regarding the personal relevance of the test to examinees. The main implication for testing practice is that the effect of instructions may be negligible when reflective of authentic low-stakes test score use. Future studies should focus on uncovering instructions that increase the value of performance to the examinee yet remain truthful regarding score use.","PeriodicalId":46615,"journal":{"name":"International Journal of Testing","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15305058.2017.1396466","citationCount":"14","resultStr":"{\"title\":\"Test Instructions Do Not Moderate the Indirect Effect of Perceived Test Importance on Test Performance in Low-Stakes Testing Contexts\",\"authors\":\"S. Finney, Aaron J. Myers, C. Mathers\",\"doi\":\"10.1080/15305058.2017.1396466\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Assessment specialists expend a great deal of energy to promote valid inferences from test scores gathered in low-stakes testing contexts. Given the indirect effect of perceived test importance on test performance via examinee effort, assessment practitioners have manipulated test instructions with the goal of increasing perceived test importance. Importantly, no studies have investigated the impact of test instructions on this indirect effect. In the current study, students were randomly assigned to one of three test instruction conditions intended to increase test relevance while keeping the test low-stakes to examinees. Test instructions did not impact average perceived test importance, examinee effort, or test performance. Furthermore, the indirect relationship between importance and performance via effort was not moderated by instructions. Thus, the effect of perceived test importance on test scores via expended effort appears consistent across different messages regarding the personal relevance of the test to examinees. The main implication for testing practice is that the effect of instructions may be negligible when reflective of authentic low-stakes test score use. Future studies should focus on uncovering instructions that increase the value of performance to the examinee yet remain truthful regarding score use.\",\"PeriodicalId\":46615,\"journal\":{\"name\":\"International Journal of Testing\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.0000,\"publicationDate\":\"2018-10-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/15305058.2017.1396466\",\"citationCount\":\"14\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Testing\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/15305058.2017.1396466\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"SOCIAL SCIENCES, INTERDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Testing","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/15305058.2017.1396466","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"SOCIAL SCIENCES, INTERDISCIPLINARY","Score":null,"Total":0}
Test Instructions Do Not Moderate the Indirect Effect of Perceived Test Importance on Test Performance in Low-Stakes Testing Contexts
Assessment specialists expend a great deal of energy to promote valid inferences from test scores gathered in low-stakes testing contexts. Given the indirect effect of perceived test importance on test performance via examinee effort, assessment practitioners have manipulated test instructions with the goal of increasing perceived test importance. Importantly, no studies have investigated the impact of test instructions on this indirect effect. In the current study, students were randomly assigned to one of three test instruction conditions intended to increase test relevance while keeping the test low-stakes to examinees. Test instructions did not impact average perceived test importance, examinee effort, or test performance. Furthermore, the indirect relationship between importance and performance via effort was not moderated by instructions. Thus, the effect of perceived test importance on test scores via expended effort appears consistent across different messages regarding the personal relevance of the test to examinees. The main implication for testing practice is that the effect of instructions may be negligible when reflective of authentic low-stakes test score use. Future studies should focus on uncovering instructions that increase the value of performance to the examinee yet remain truthful regarding score use.