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ERIC Number: ED411312
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 14
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Performance Assessment and Student Motivation: Questioning Construct Relevant Variance.
Parkes, Jay
Whether performance assessments can be claimed to be more inclusive than traditional assessments was studied in an investigation of whether a student's perceptions of control can be detected in a performance assessment score. It was hypothesized that students' perceptions of control would show no effect on their scores on an objective test of knowledge but that they would produce unique variance beyond the knowledge test in the scores on a performance assessment. Seventy-seven 9th graders taking Spanish participated in the study. Perceived control was measured by a scale constructed by J. P. Connell (1985). Students took an objective test and a performance assessment that involved a brief composition in Spanish. Results of a correlation analysis show that the Internal Control scale is significantly though weakly correlated to the performance assessment score. The objective test score is also significantly related to the performance assessment score, although not at the expected level. All study results coincide with the theoretical relationships hypothesized. In this example, the objective test tapped the verb forms and vocabulary students knew, while the performance assessment evaluated what they could use. The question is what the assessor really wants to find out. An appendix presents the performance assessment task. (Contains 1 table and 12 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A