The Validity of Value-added Estimates from Low-Stakes Testing Contexts: The Impact of Change in Test-Taking Motivation and Test Consequences-Reference-Cited by-同舟云学术

The Validity of Value-added Estimates from Low-Stakes Testing Contexts: The Impact of Change in Test-Taking Motivation and Test Consequences

Published:2016-01-02 Issue:1 Volume:21 Page:60-87
ISSN:1062-7197
Container-title:Educational Assessment
language:en
Short-container-title:Educational Assessment

Author:

Finney Sara J.,Sundre Donna L.,Swain Matthew S.,Williams Laura M.

Publisher

Informa UK Limited

Subject

Education

Link

http://www.tandfonline.com/doi/pdf/10.1080/10627197.2015.1127753

Reference79 articles.

1. American Educational Research Association, American Psychological Association, & National Council for Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.

2. Arum, R. & Roksa, J. (2011). Academically adrift. Chicago, IL: University of Chicago.

3. Astin, A. & antonio, a. l. (2012). Assessment for excellence (2nd ed.). New York, NY: Rowman & Littlefield.

Cited by 19 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Priming Examinees to Give Good Effort: Differential Utility Across Gender Identity;The Journal of Experimental Education;2024-02-05

2. Computer-based performance feedback: Effects of error message complexity on cognitive, metacognitive, and motivational outcomes;Computers & Education;2023-07

3. Examining the Question-Behavior Effect in Low-Stakes Testing Contexts: A Cheap Strategy to Increase Examinee Effort;Educational Assessment;2023-06-19

4. Affective-motivational effects of performance feedback in computer-based assessment: Does error message complexity matter?;Contemporary Educational Psychology;2023-04

5. Learners don't know best: Shedding light on the phenomenon of the K-12 MOOC in the context of information literacy;Computers & Education;2022-10