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ERIC Number: EJ1060943
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1062-7197
The Effects of Motivational Instruction on College Students' Performance on Low-Stakes Assessment
Liu, Ou Lydia; Rios, Joseph A.; Borden, Victor
Educational Assessment, v20 n2 p79-94 2015
Assessments of student learning outcomes (SLO) have been widely used in higher education for accreditation, accountability, and strategic planning purposes. Although important to institutions, the assessment results typically bear no consequence for individual students. It is important to clarify the relationship between motivation and test performance and identify practical strategies to boost students' motivation in test taking. This study designed an experiment to examine the effectiveness of a motivational instruction. The instruction increased examinees' self-reported test-taking motivation by 0.89 standard deviations ("SDs") and test scores by 0.63 "SDs." Students receiving the instruction spent an average of 14 more seconds on an item than students in the control group. Score difference between experimental and control groups narrowed to 0.23 "SDs" after unmotivated students identified by low response time were removed from the analyses. The findings provide important implications for higher education institutions which administer SLO assessments in a low-stakes setting.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A