Test motivation in the assessment of student skills: The effects of incentives on motivation and performance

By J. Baumert, Anke Demmrich. 2001

189 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/db4eea55c4b82c848e0e6ccc4f3bfaa5b29ebefe

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Measuring Learning Outcomes in Higher Education (2012, background): “…their scores contribute to their course grades (Sundre, 1999; Wolf & Smith, 1995), providing extra monetary compensation for higher performance (Baumert & Demmrich, 2001; Braun, Kirsch, & Yamamoto, 2011; Duckworth, Quinn, Lynam, Loeber, & Stouthamer-Loeber, 2011; O’Neil, Abedi, Miyoshi, &…”
Skill and will: test‐taking motivation and assessment quality (2010, background): “It is a motivational state that is tied to a given task and can be defined as ‘the willingness to engage in working on test items and to invest effort and persistence in this undertaking’ (Baumert and Demmrich 2001, 441).”
Low Examinee Effort in Low-Stakes Assessment: Problems and Potential Solutions (2005, background): “Baumert and Demmrich (2001) included an informational feedback condition in their study of test-taking motivation, finding that promising feedback was EXAMINEE EFFORT IN LOW-STAKES ASSESSMENT 11”
Measuring Motivation in Low-Stakes Assessments (2015, background): “…the impact of performance-based incentives, such as prizes, public recognition (Pedulla et al., 2003), and compensation for higher performance (Baumert & Demmrich, 2001; Braun et al., 2011; Duckworth et al., 2011; O’Neil, Abedi, Miyoshi, & Mastergeorge, 2005; O’Neil, Sugrue, & Baker, 1996),…”
Do Examinees Have Similar Test-Taking Effort? A High-Stakes Question for Low-Stakes Testing (2010, background): “Interestingly, these German and Swedish students reported high levels of effort even in low-stakes contexts (Baumert & Demmrich, 2001; Eklöf, 2007).”
Test-Taking Motivation and Mathematics Performance in TIMSS 2003 (2007, background): “This result is in agreement with the studies presented by Baumert and Demmrich (2001), and the Center for Educational Testing and Evaluation (2001), which also found that students were motivated to do their best on tests regarded to be low-stakes.”
Evaluating the Impact of Careless Responding on Aggregated-Scores: To Filter Unmotivated Examinees or Not? (2017, background): “…validity Test-taking motivation, which is defined as the willingness to engage as well as invest effort and persistence in working on test items (Baumert & Demmrich, 2001), has been a growing concern as low-stakes assessments have been increasingly used for purposes such as international…”
Gamification in assessment: Do points affect test performance? (2015, background): “Baumert and Demmrich (2001) offered to one group of students a flat payment if they answered more items than expected based on their school grade, but failed to find an effect on scores.”
A Cross-National Comparison of Reported Effort and Mathematics Performance in TIMSS Advanced (2014, background): “Other studies have failed to demonstrate clear relationships between test stakes, testtaking motivation, and test performance (Baumert & Demmrich, 2001; O’Neil, Abedi, Miyoshi, & Mastergeorge, 2005).”
A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback (2019, background): “Baumert & Demmrich, 2001, p. 449) versus actually receiving it before performance or motivation is measured (e.g. ‘Subjects in the grades group were told that they had each been given a grade… the task was returned with the appropriate evaluation’ Butler, 1987, p. 477).”
Investigating Differences Between Low- and High-Stakes Test Performance on a General Education Exam (2008, background): “Th ere is concern that some students experience low motivation to do well on low-stakes exams because there is no meaningful consequence for the examinee to perform well (Banta, 2002; Baumert & Demmrich, 2001; Palomba & Banta, 1999; Wainer, 1993).”
The Big-Fish-Little-Pond Effect: Persistent Negative Effects of Selective High Schools on Self-Concept After Graduation (2007, background): “However, in a separate experimental study with random assignment to conditions, Baumert and Demmrich (2001) showed that the addition of rewards contingent on informational feedback, grading, and performance had no effect on test performances.”