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ERIC Number: ED469749
Record Type: RIE
Publication Date: 2002-Jul
Pages: 30
Abstractor: N/A
On the Links between Students' Motivational Patterns and Their Perceptions of, Beliefs about, and Performance on Different Types of Science Assessments: A Multidimensional Approach to Achievement Validation. CSE Technical Report.
Haydel, Angela M.; Roeser, Robert W.
This research sought to examine the link between different situational demands, in this case three different types of science achievement tests (multiple-choice, constructed response, and performance assessments), and perceptions, beliefs, and performance of 491 high school students. The students were characterized by three well-established motivational patterns: intrinsic-mastery, ego-success, and academically helpless. Students were compared across these three patterns with respect to their efficacy for working on the tests, their beliefs about whether these tests were valid measures of their science knowledge, and their observed performance on the multiple-choice and constructed response tests. It was found that students varying in motivational pattern could be distinguished reliably by: (1) efficacy for working on multiple-choice and constructed response tests; (2) beliefs about the validity of multiple-choice and constructed response tests in revealing their science knowledge; and (3) performance on the multiple-choice and constructed response tests when quantitative and verbal ability are controlled for. However, motivational pattern did not relate to efficacy for or validity beliefs about performance assessments. Perhaps the flexible nature of performance assessments facilitates all students goal pursuits and performancewhereas multiple-choice and constructed response tests do not. An appendix contains some items used in the study. (Contains 7 tables and 27 references.) (Author/SLD)
UCLA/Center for the Study of Evaluation, 3-1 GSE&IS, Box 951522, Los Angeles, CA 90095-1522 ($4.50). Tel: 310-206-1532. For full text:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: California Univ., Los Angeles. Center for the Study of Evaluation.; Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Grant or Contract Numbers: N/A
Note: An earlier version of this report was presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). For related studies of the cognitive and motivational aspects of student test performance, see TM 034 512-514 and TM 034 539-541 (CSE Technical reports 569-574).