Journal ArticleDOI
Measuring Learning Outcomes in Higher Education: Motivation Matters
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In this article, the authors found that students' self-report motivation significantly predicted test scores and a substantial performance gap emerged between students in different motivational conditions (effect size as large as.68).Abstract:
With the pressing need for accountability in higher education, standardized outcomes assessments have been widely used to evaluate learning and inform policy. However, the critical question on how scores are influenced by students’ motivation has been insufficiently addressed. Using random assignment, we administered a multiple-choice test and an essay across three motivational conditions. Students’ self-report motivation was also collected. Motivation significantly predicted test scores. A substantial performance gap emerged between students in different motivational conditions (effect size as large as .68). Depending on the test format and condition, conclusions about college learning gain (i.e., value added) varied dramatically from substantial gain (d = 0.72) to negative gain (d = −0.23). The findings have significant implications for higher education stakeholders at many levels.read more
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The effect of using kahoot! for learning – A literature review
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Gamification in assessment: Do points affect test performance?
TL;DR: No effect of the point manipulation on accuracy of responses, although the speed of responses increased, and middle school participants' reactions to the test revealed higher likeability ratings for the test under the points condition, but only in the first of the two sessions.
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Rob van Roy,Bieke Zaman +1 more
TL;DR: The results illustrated the significance of the individual nature of motivational processes, the importance of sensitive longitudinal motivation measurements, and the relevance of the implemented game elements' design characteristics in response to interacting with need-supporting game elements used in a university course.
References
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Book
Motivation in Education: Theory, Research, and Applications
Paul R. Pintrich,Dale H. Schunk +1 more
TL;DR: Motivation: Introduction and Historical Foundations, and theories of Motivation, and Teacher Influences.
Journal ArticleDOI
Validity of Psychological Assessment: Validation of Inferences from Persons' Responses and Performances as Scientific Inquiry into Score Meaning.
TL;DR: In this paper, the authors propose a unified concept of construct validity, which integrates considerations of content, criteria, and consequences into a construct framework for the empirical testing of rational hypotheses about score meaning and theoretically relevant relationships.
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The chronicle of higher education
TL;DR: Leaders of 23 of 139 public research institutions and public-college systems surveyed this year by The Chronicle will make more than $500,000, an increase from the 17 identified in last year's slightly smaller survey.
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