Investigating Differences Between Low- and High-Stakes Test Performance on a General Education Exam

By J. S. Cole, S. Osterlind. The Journal of General Education, 2008

87 citations recorded by the source corpus.

This study investigated whether test performance on a general education test differs by test consequence: high versus low stakes. Our analysis indicates significant differences between low- and high-stakes test takers. Given the results, it may be appropriate to compare institution-level data from low-stakes conditions with data collected under similar conditions.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/53fe88aa0ba512649d0e19d41657d5f7e64a88cb

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Citations in the corpus

Measuring Learning Outcomes in Higher Education (2012, background): “…investigating the relationship between student motivation and test performance is that highly motivated students tend to perform better than less motivated students (Cole & Osterlind, 2008; O’Neil, Sugrue, & Baker, 1995/1996; Sundre, 1999; S. L. Wise & DeMars, 2005; V. L. Wise et al., 2006).”
The Role of Gender in Test-Taking Motivation under Low-Stakes Conditions. (2013, background): “…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 (Liu, Bridgeman, & Adler,…”
Measuring Motivation in Low-Stakes Assessments (2015, result): “For example, other studies have shown that taking a test that has consequences for course placement, promotion, graduation, or admission influences test performance via motivation (Cole & Osterlind, 2008; DeMars, 2000; Liu et al., 2014; Rothe, 1947).”