The Role of Students' Attitudes and Test-Taking Motivation on the Validity of College Institutional Accountability Tests: A Path Analytic Model

Autor/inn/en	Zilberberg, Anna; Finney, Sara J.; Marsh, Kimberly R.; Anderson, Robin D.
Titel	The Role of Students' Attitudes and Test-Taking Motivation on the Validity of College Institutional Accountability Tests: A Path Analytic Model
Quelle	In: International Journal of Testing, 14 (2014) 4, S.360-384 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1530-5058
DOI	10.1080/15305058.2014.928301
Schlagwörter	Student Attitudes; Student Motivation; Test Validity; Accountability; Path Analysis; Educational Testing; College Freshmen + Suchen Sie Ihr Suchwort? Schülerverhalten; Schulische Motivation; Testvalidität; Verantwortung; Pfadanalyse; Studienanfänger
Abstract	Given worldwide prevalence of low-stakes testing for monitoring educational quality and students' progress through school (e.g., Trends in International Mathematics and Science Study, Program for International Student Assessment), interpretability of resulting test scores is of global concern. The nonconsequential nature of low-stakes tests can undermine students' test-taking motivation, artificially deflating performance and thus jeopardizing validity of test-based inferences, whether they pertain to programs, institutions, or nations (Eklöf, 2007, 2010; Stanat & Lüdtke, 2013; Wise & DeMars, 2005). Moreover, students in countries such as the United States, where academic progress over the course of K-12 (kindergarten through Grade 12) is systematically assessed, are likely to develop antagonistic attitudes toward low-stakes testing by the time they enter college. The relationship between such attitudes, test-taking motivation, and performance on a low-stakes university accountability test was modeled via path analysis. Results indicated the effects of attitudes were indirect (via test-taking motivation) and minimal, suggesting the influence of attitudes on test performance is negligible, further supporting the validity of inferences made from such low-stakes tests. Implications for international assessment are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10