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Applied Measurement in Education Volume 29, 2016 - Issue 1
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Articles

Modeling Change in Effort Across a Low-Stakes Testing Session: A Latent Growth Curve Modeling Approach

Carol L. BarryThe College BoardCorrespondence[email protected]
&
Sara J. FinneyCenter for Assessment and Research Studies, James Madison University
Pages 46-64 | Published online: 22 Dec 2015

Citations (25)

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Read on this site (15)

Sara J. Finney & Mara E. McFadden. (2023) Examining the Question-Behavior Effect in Low-Stakes Testing Contexts: A Cheap Strategy to Increase Examinee Effort. Educational Assessment 28:4, pages 211-228.
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Teresa M. Ober, Maxwell R. Hong, Matthew F. Carter, Alex S. Brodersen, Daniella Rebouças-Ju, Cheng Liu & Ying Cheng. (2022) Are high school students accurate in predicting their AP exam scores?: Examining inaccuracy and overconfidence of students’ predictions. Assessment in Education: Principles, Policy & Practice 29:1, pages 27-50.
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Paulius Satkus & Sara J. Finney. (2021) Antecedents of examinee motivation during low-stakes tests: examining the variability in effects across different research designs. Assessment & Evaluation in Higher Education 46:7, pages 1065-1079.
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Beth A. Perkins, Dena A Pastor & Sara J Finney. (2021) Between- versus Within-Examinee Variability in Test-Taking Effort and Test Emotions during a Low-Stakes Test. Applied Measurement in Education 34:4, pages 285-300.
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Aaron J. Myers & Sara J. Finney. (2021) Does It Matter if Examinee Motivation Is Measured before or after A Low-Stakes Test? A Moderated Mediation Analysis. Educational Assessment 26:1, pages 1-19.
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Aaron J. Myers & Sara J. Finney. (2021) Change in Self-Reported Motivation before to after Test Completion: Relation with Performance. The Journal of Experimental Education 89:1, pages 74-94.
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Gerli Silm, Olev Must, Karin Täht & Margus Pedaste. (2020) Does test-taking motivation predict test results in a high-stakes testing context?. Educational Research and Evaluation 26:7-8, pages 387-413.
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Sara J. Finney, Beth A. Perkins & Paulius Satkus. (2020) Examining the simultaneous change in emotions during a test: relations with expended effort and test performance. International Journal of Testing 20:4, pages 274-298.
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Junjun Chen & Timothy Teo. (2020) Chinese school teachers’ conceptions of high-stakes and low-stakes assessments: an invariance analysis. Educational Studies 46:4, pages 458-475.
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Sara J. Finney, Paulius Satkus & Beth A. Perkins. (2020) The Effect of Perceived Test Importance and Examinee Emotions on Expended Effort during A Low-Stakes Test: A Longitudinal Panel Model. Educational Assessment 25:2, pages 159-177.
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James Soland & Megan Kuhfeld. (2019) Do Students Rapidly Guess Repeatedly over Time? A Longitudinal Analysis of Student Test Disengagement, Background, and Attitudes. Educational Assessment 24:4, pages 327-342.
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Dena A. Pastor, Thai Q. Ong & Scott N. Strickman. (2019) Patterns of Solution Behavior across Items in Low-Stakes Assessments. Educational Assessment 24:3, pages 189-212.
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James Soland, Nate Jensen, Tran D. Keys, Sharon Z. Bi & Emily Wolk. (2019) Are Test and Academic Disengagement Related? Implications for Measurement and Practice. Educational Assessment 24:2, pages 119-134.
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Sara J. Finney, Aaron J. Myers & Catherine E. Mathers. (2018) Test Instructions Do Not Moderate the Indirect Effect of Perceived Test Importance on Test Performance in Low-Stakes Testing Contexts. International Journal of Testing 18:4, pages 297-322.
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Sara J. Finney, Donna L. Sundre, Matthew S. Swain & Laura M. Williams. (2016) The Validity of Value-added Estimates from Low-Stakes Testing Contexts: The Impact of Change in Test-Taking Motivation and Test Consequences. Educational Assessment 21:1, pages 60-87.
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Articles from other publishers (10)

Róbert Csányi & Gyöngyvér Molnár. (2023) How do test-takers rate their effort? A comparative analysis of self-report and log file data. Learning and Individual Differences 106, pages 102340.
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Hanif Akhtar & Retno Firdiyanti. (2023) Test-taking motivation and performance: Do self-report and time-based measures of effort reflect the same aspects of test-taking motivation?. Learning and Individual Differences 106, pages 102323.
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Hanif Akhtar & Kristof Kovacs. (2023) Which tests should be administered first, ability or non-ability? The effect of test order on careless responding. Personality and Individual Differences 207, pages 112157.
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Gerli Silm, Margus Pedaste & Karin Täht. (2020) The relationship between performance and test-taking effort when measured with self-report or time-based instruments: A meta-analytic review. Educational Research Review 31, pages 100335.
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James Soland, Gema Zamarro, Albert Cheng & Collin Hitt. (2019) Identifying Naturally Occurring Direct Assessments of Social-Emotional Competencies: The Promise and Limitations of Survey and Assessment Disengagement Metadata. Educational Researcher 48:7, pages 466-478.
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Marlit Annalena Lindner, Oliver Lüdtke & Gabriel Nagy. (2019) The Onset of Rapid-Guessing Behavior Over the Course of Testing Time: A Matter of Motivation and Cognitive Resources. Frontiers in Psychology 10.
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Roland Happ & Manuel Förster. (2018) The correlation between vocational school students’ test motivation and the performance in a standardized test of economic knowledge: using direct and indirect indicators of test motivation. Empirical Research in Vocational Education and Training 10:1.
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A. Susan M. Niessen, Rob R. Meijer & Jorge N. Tendeiro. (2018) Admission testing for higher education: A multi-cohort study on the validity of high-fidelity curriculum-sampling tests. PLOS ONE 13:6, pages e0198746.
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Christiane Penk & Dirk Richter. (2016) Change in test-taking motivation and its relationship to test performance in low-stakes assessments. Educational Assessment, Evaluation and Accountability 29:1, pages 55-79.
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James Soland, Gema Zamarro, Albert Cheng & Collin Hitt. (2018) Identifying Naturally-occurring Direct Assessments of Social-emotional Competencies: The Promise and Limitations of Survey and Assessment Disengagement Metadata. SSRN Electronic Journal.
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