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Autor/inn/en | Asseburg, Regine; Frey, Andreas |
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Titel | Too hard, too easy, or just right? The relationship between effort or boredom and ability-difficulty fit. |
Quelle | In: Psychological test and assessment modeling, 55 (2013) 1, S. 92-104
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 2190-0493; 2190-0507 |
Schlagwörter | Bildungsforschung; Anstrengung; Langeweile; Performanz; Leistungsmessung; Testen; PISA (Programme for International Student Assessment) |
Abstract | Usually, it is assumed that achievement tests measure maximum performance. However, test performance is not only associated with ability but also with motivational and emotional aspects of test-taking. These aspects are influenced by individual success probability, which in turn depends on the ratio of individual ability to item difficulty (ability-difficulty fit). The impact of ability-difficulty fit on test-taking motivation and emotion is unknown and rarely considered when interpreting test results. N = 9,452 ninth-graders in Germany (PISA 2006) completed a mathematics test and a questionnaire on test-taking effort (motivation) and boredom/daydreaming (emotion). Overall, mean item difficulty exceeded individual ability. Ability-difficulty fit was positively linear related with effort and boredom/daydreaming. The results suggest that low ability students may not show maximum performance in a sequential achievement test. Thus, test score interpretation for this subsample may be invalid. As a solution to this problem the application of computerized adaptive testing is discussed. (Orig.). |
Erfasst von | Externer Selbsteintrag |
Update | 2014/2 |