Test Stakes and Item Format Interactions

By Christine E. DeMars. 2000

156 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, General Agricultural and Biological Sciences, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/0a4a0d12112c1012c472cd9a0b297f5b06eb10b2

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In Experimental and Cognitive Psychology

In General Agricultural and Biological Sciences

In Management Science and Operations Research

Citations in the corpus

Measuring Motivation in Low-Stakes Assessments (2015, background): “Likewise, Sundre (1999) and DeMars (2000) found that performance on high-effort items, such as essay questions, suffers more when motivation is low (Wise & DeMars, 2005).”
Two Approaches for Identifying Low-Motivated Students in a Low-Stakes Assessment Context (2011, methodology): “Suggestions provided by DeMars (2007) for enhancing student test-taking motivation include increasing the consequences a test has for examinees, increasing the importance students perceive a test as having, or using a process such as matrix sampling to reduce the number of tests that each student mu”
Test-Taking Motivation and Mathematics Performance in TIMSS 2003 (2007, background): “Other studies have found that the stakes of the test are indeed related to motivation and performance (Wise & DeMars, 2003; Wolf & Smith, 1995; Wolf, Smith, & Birnbaum, 1995), and higher stakes are associated with better performance (DeMars, 2000).”
The Role of Gender in Test-Taking Motivation under Low-Stakes Conditions. (2013, unknown): “…Sundre & Kitsantas, 2004; Terry, Mills, & Sollosy, 2008; Wolf & Smith, 1995; Wolf, Smith, & DiPaulo, 1996), course placement, promotion, graduation (DeMars, 2000), admissions (Cole & Osterlind, 2008), hiring decisions (Rothe, 1947), or simply knowing that faculty and employers will see the scores…”
Gender Differences in Large-Scale Math Assessments: PISA Trend 2000 and 2003 (2009, background): “Many previous studies examining gender differences on standardized tests have reported that traditional multiple-choice items favor males and open constructed-response items favor females ( Bolger & Kellaghan, 1990 ; DeMars, 2000 , 1998; Klein et al, 1997 ).”
Low Examinee Effort in Low-Stakes Assessment: Problems and Potential Solutions (2005, background): “Recall that under the Eccles–Wigfield (Wigfield & Eccles, 2000) model for test-taking motivation, a student’s level of effort will depend, in part, on his or her estimation of the difficulty of the task (i.e., test). Wolf, Smith, and Birnbaum (1995) found evidence that students also estimate the amo”
A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment (2002, background): “A good point made by DeMars (2000) about item formats is that although the construct being represented by MC and constructed-response test scores may be highly correlated, the cost of this information may differ greatly.”
Skill and will: test‐taking motivation and assessment quality (2010, background): “Mentally taxing items have been shown to be associated with lower levels of motivation and effort (Wolf, Smith, and Birnbaum 1995), as have constructed-response items and the essay format in comparison to multiple-choice items (DeMars 2000).”