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The effects of the promise of test feedback on examinee performance and motivation under low -stakes testing conditions
This study examined the role of promise of feedback on student performance and motivation under low-stakes, no consequence testing. Students were randomly assigned to either norm-referenced, criterion-referenced, no feedback, or a choice feedback condition. Examinees in the choice condition could chose either norm-referenced, criterion-referenced, or no feedback. Students' participation in this study was part of a University-wide, mandated Assessment Day in which students were expected to participate; however, there were no consequences for test performance. ^ Students were first administered the achievement subscale of the Personality Research Form, Form E, a scale measuring students' orientation towards achievement motivation (Jackson, 1974). After completing the PRF-E, each student was randomly assigned to a feedback condition to complete the Information Literacy Test (ILT), a University-developed instrument measuring a general education content area. For each feedback condition, students were presented with test instructions before beginning the ILT. These instructions reflected the type of feedback students would receive, if any. Students then completed the Student Opinion Survey (SOS), a measure of test motivation. Students received their ILT scores on completion of the SOS (Sundre, 1997). ^ Results suggest that there was no significant interaction between achievement orientation and feedback for ILT performance or for SOS motivation. There were no main effects for ILT performance. There was a significant main effect for achievement orientation on SOS motivation; students high in achievement orientation were also high in SOS motivation. Within the choice condition, there was no significant relationship between achievement orientation and feedback and no significant differences in ILT performance between any of the feedback groups. There was, however, a significant difference in test motivation between the choice feedback conditions. Students who chose criterion- or norm-referenced feedback had higher test motivation than who chose no feedback. It is too early to conclude that feedback makes no difference in student test performance; further research needs to be conducted to address some of the limitations of this study. ^
Education, Educational Psychology|Psychology, Psychometrics
Wise, Vicki L, "The effects of the promise of test feedback on examinee performance and motivation under low -stakes testing conditions" (2004). ETD collection for University of Nebraska - Lincoln. AAI3131570.