I will probably fail: Higher ability students' motivational experiences during adaptive achievement testing
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In: European Journal of Psychological Assessment, Vol. 30, No. 1, 2014, p. 48-56.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - I will probably fail
T2 - Higher ability students' motivational experiences during adaptive achievement testing
AU - Ortner, Tuulia M.
AU - Weißkopf, Eva
AU - Koch, Tobias
PY - 2014
Y1 - 2014
N2 - We investigated the effects of computerized adaptive testing (CAT) versus computerized fixed item testing (FIT) of reasoning ability on current motivation in terms of situational fear of failure and subjective probability of success, as well as flow. A group of 174 students (aged 15-21) from two German secondary schools was presented either a CAT or a FIT version of a matrices test; motivational variables were assessed during a short break in testing. More situational fear of failure and less subjective probability of success were reported using CAT compared to FIT. Self-reported flow did not differ between test mode conditions. When we addressed the hypothesis that adaptive testing is equally motivating for both high and lower performers, test performance appeared to moderate the relationship of test mode and subjective probability of success: Only during FIT was subjective probability of success higher with lower test performance. This moderation effect was also revealed for the relationship of test mode and flow. However, as average reported motivation was lower during CAT, results contradict assumptions of enhanced motivation during CAT. Results are discussed in relation to self-concept relevance of testing domains and with reference to test fairness.
AB - We investigated the effects of computerized adaptive testing (CAT) versus computerized fixed item testing (FIT) of reasoning ability on current motivation in terms of situational fear of failure and subjective probability of success, as well as flow. A group of 174 students (aged 15-21) from two German secondary schools was presented either a CAT or a FIT version of a matrices test; motivational variables were assessed during a short break in testing. More situational fear of failure and less subjective probability of success were reported using CAT compared to FIT. Self-reported flow did not differ between test mode conditions. When we addressed the hypothesis that adaptive testing is equally motivating for both high and lower performers, test performance appeared to moderate the relationship of test mode and subjective probability of success: Only during FIT was subjective probability of success higher with lower test performance. This moderation effect was also revealed for the relationship of test mode and flow. However, as average reported motivation was lower during CAT, results contradict assumptions of enhanced motivation during CAT. Results are discussed in relation to self-concept relevance of testing domains and with reference to test fairness.
KW - Sociology
KW - adaptive testing
KW - CAT
KW - reasoning
KW - motivation
KW - fairness
UR - http://www.scopus.com/inward/record.url?scp=84892645478&partnerID=8YFLogxK
U2 - 10.1027/1015-5759/a000168
DO - 10.1027/1015-5759/a000168
M3 - Journal articles
AN - SCOPUS:84892645478
VL - 30
SP - 48
EP - 56
JO - European Journal of Psychological Assessment
JF - European Journal of Psychological Assessment
SN - 1015-5759
IS - 1
ER -