Journal
EDUCATIONAL ASSESSMENT
Volume 10, Issue 1, Pages 1-17Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1207/s15326977ea1001_1
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Student test-taking motivation in low-stakes assessment testing is examined in terms of both its relationship to test performance and the implications of low student effort for test validity. A theoretical model of test-taking motivation is presented, with a synthesis of previous research indicating that low student motivation is associated with a substantial decrease in test performance. A number of assessment practices and data analytic procedures for managing the problems posed by low student motivation are discussed.
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