Institutional strategies related to test-taking behavior in low stakes assessment

• DOI: 10.1007/s10459-019-09928-y
• Publication Date: 2019-10-23T04:49:24Z
• Authors: Katrin Schüttpelz...; Martin Hecht; Katinka Hardt; Yassin Karay; Michaela Zupanic; Juliane E. Kämmer
• Keywords: Deci-; Grading (engineering); Test anxiety; Odds; Educational measurement

Abstract Low stakes assessment without grading the performance of students in educational systems has received increasing attention recent years. It is used formative assessments to guide learning process as well large-scales monitor programs. Yet, such suffer from high variation students’ test-taking effort. We aimed identify institutional strategies related serious behavior low provide medical schools with practical recommendations on how effort might be increased. First, we identified that were already by increase Berlin Progress Test (BPT). Strategies which could assigned self-determination theory Ryan and Deci chosen for analysis. conducted study at nine Germany Austria a total 108,140 observations an established assessment. A generalized linear-mixed effects model was assess association between odds will take BPT seriously. Overall, two found positively more behavior: discussing test mentor consequences not participating. Giving choice negatively behavior. At presented evaluation, this effect larger comparison