Attitudes Toward Standardized Achievement Tests and Their Relation to Achievement Test Performance-Reference-Cited by-同舟云学术

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Attitudes Toward Standardized Achievement Tests and Their Relation to Achievement Test Performance

Published:1984-07 Issue:2 Volume:17 Page:56-66
ISSN:0748-1756
Container-title:Measurement and Evaluation in Counseling and Development
language:en
Short-container-title:Measurement and Evaluation in Counseling and Development

Author:

Karmos Ann H.¹,Karmos Joseph S.²

Affiliation:

1. Ann H. Karmos is an associate professor, Department of Curriculum, Instruction and Media, Southern Illinois University, Carbondale.

2. Joseph S. Karmos is an associate professor, Department of Guidance and Educational Psychology, Southern Illinois University.

Publisher

Informa UK Limited

Subject

Psychology (miscellaneous),Applied Psychology,Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/07481756.1984.12022749

Reference12 articles.

1. Error Sources in Aptitude and Achievement Test Scores: A Review and Recommendation

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1. The Measurement Invariance of the Student Opinion Scale across English and Non-English Language Learner Students within the Context of Low- and High-Stakes Assessments;Frontiers in Psychology;2016-09-12

2. The Validity of Value-added Estimates from Low-Stakes Testing Contexts: The Impact of Change in Test-Taking Motivation and Test Consequences;Educational Assessment;2016-01-02

3. Measuring Motivation in Low-Stakes Assessments;ETS Research Report Series;2015-06-09

4. Predicting student achievement for low stakes tests with effort and task value;Contemporary Educational Psychology;2008-10

5. Test-Taking Motivation and Mathematics Performance in TIMSS 2003;International Journal of Testing;2007-08-17

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