Low Examinee Effort in Low-Stakes Assessment: Problems and Potential Solutions

By S. Wise, Christine E. DeMars. 2005

545 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/0ee8cba9db96a9858f0b52ddef167f19412f0795

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

A Cross-National Comparison of Reported Effort and Mathematics Performance in TIMSS Advanced (2014, background): “However, overall findings are well in line with findings from other studies of student effort and motivation (cf. Thelk et al., 2009; Wise & DeMars, 2005).”
Evaluating the Impact of Careless Responding on Aggregated-Scores: To Filter Unmotivated Examinees or Not? (2017, background): “These analyses have shown strong discriminant validity as the coefficients obtained have been small and nonsignificant (r D –0.04 to r D 0.15; Kong et al., 2007; Rios et al., 2014; Sundre & Wise, 2003; Wise & DeMars, 2005; Wise & Kong, 2005; Wise, Wise, & Bhola, 2006).”
Two Approaches for Identifying Low-Motivated Students in a Low-Stakes Assessment Context (2011, background): “This resulted in test scores that did not accurately represent examinees' levels on the measured constructs of interest ( Sundre, 1999 ; Sundre & Kitsantas, 2004 ; Wise & DeMars, 2005 ).”
Measuring Motivation in Low-Stakes Assessments (2015, methodology): “Two widespread indicators of test-taking motivation are self-report measures of motivation and test-timing data (Sundre & Moore, 2002; Wise & DeMars, 2005; Wise, Wise, et al., 2006).”
Measuring Learning Outcomes in Higher Education (2012, methodology): “The findings are consistent; after controlling for students’ general ability (e.g., SAT scores), motivation filtering helps improve the validity of the inferences based on the test results (S. L. Wise & DeMars, 2005, 2010; V. L. Wise et al., 2006; Wolf & Smith, 1995).”
Examinee Noneffort and the Validity of Program Assessment Results (2010, methodology): “S. L. Wise and DeMars (2005) synthesized 25 such effect sizes from a dozen studies.”
Investigating Differences Between Low- and High-Stakes Test Performance on a General Education Exam (2008, background): “Our results are consistent with other research that has found signifi cant diff erences between low- and highconsequence test takers and their test performance (Wise & DeMars, 2005; Wolf & Smith, 1995).”
Do Examinees Have Similar Test-Taking Effort? A High-Stakes Question for Low-Stakes Testing (2010, background): “Wise and DeMars’ (2005) review of the impact of test-taking motivation on performance indicated that motivated students consistently outperform less motivated students, such that low motivation may obscure the presence of high ability.”