Skill and will: test‐taking motivation and assessment quality
By Hanna Eklöf. 2010
123 citations recorded by the source corpus.
An achievement test score can be viewed as a joint function of skill and will, of knowledge and motivation. However, when interpreting and using test scores, the ‘will’ part is not always acknowledged and scores are mostly interpreted and used as pure measures of student knowledge. This paper argues that students’ motivation to do their best on the assessment – their test‐taking motivation – is important to consider from an assessment validity perspective. This is true not least in assessment contexts where the assessment outcome has no consequences for the test‐taker. The paper further argues that the quality of assessment of test‐taking motivation also needs attention. Theoretical and methodological issues related to the assessment of test‐taking motivation are presented from a validity perspective, and findings from empirical studies on the relation between test stakes, test‐taking motivation and test performance are presented.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/d45f3237f19455fee9f9e799b3f88bc17d66b723
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In Education
Citations in the corpus
- Assessment and learning: fields apart? (2017, background): “ferences in national pride and how it is enacted (Eklöf, 2010; Hopfenbeck & Kjærnsli, 2016).”
- Measuring Success in Education: The Role of Effort on the Test Itself (2017, background): “…interest, attitudes and effort, fast response times, low item response rates, and declining performance over the course of the test (e.g., Eklöf 2010; DeMars and Wise 2010; Borghans and Schils 2013; Zamarro, Hitt, and Mendez 2016; Borgonovi and Biecek 2016; Balart, Oosterveen, and…”
- Measuring Motivation in Low-Stakes Assessments (2015, background): “Eklöf (2010) noted that an achievement test can be viewed as a joint function of skill and will, of knowledge and motivation (also see Cronbach, 1960; Pintrich & DeGroot, 1990).”