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DC Element | Wert | Sprache |
---|---|---|
dc.contributor.author | Brüggemann, Thomas | - |
dc.contributor.author | Ludewig, Ulrich | - |
dc.contributor.author | Lorenz, Ramona | - |
dc.contributor.author | McElvany, Nele | - |
dc.date.accessioned | 2024-06-28T12:36:54Z | - |
dc.date.available | 2024-06-28T12:36:54Z | - |
dc.date.issued | 2023-05-23 | - |
dc.identifier.uri | http://hdl.handle.net/2003/42565 | - |
dc.identifier.uri | http://dx.doi.org/10.17877/DE290R-24401 | - |
dc.description.abstract | The use of digital media in education can bring great benefits and its use in schooling is steadily increasing. Administrating paper- versus computer-based as well as fixed-item versus adaptive tests could create differences in test experience, which can threaten the comparability of test results. This study investigated how the pen-and-paper, computer-based, and computer-adaptive test formats of a standardized reading comprehension test affect test anxiety and motivation among German fourth-grade students. A within-class randomized field trial with 387 fourth graders (aged: 9–10 years; 46.3% female) was conducted. Repeated-measures analysis of covariance (ANCOVA) revealed no differences in state test anxiety between the test formats when controlling for trait test anxiety and pre-test state anxiety, but state reading motivation was initially higher when reading on a screen, controlling for trait reading motivation. However, this difference diminishes over the course of the test. Implications for using digital media in elementary school test situations are discussed. | en |
dc.language.iso | en | de |
dc.relation.ispartofseries | European journal of psychological assessment; | - |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | de |
dc.subject | primary education | en |
dc.subject | anxiety | en |
dc.subject | motivation | en |
dc.subject | mode effect | en |
dc.subject | adaptive testing | en |
dc.subject.ddc | 370 | - |
dc.title | Effects of test mode and medium on elementary school students’ test experience | en |
dc.type | Text | de |
dc.type.publicationtype | Article | de |
dc.subject.rswk | Grundschule | de |
dc.subject.rswk | Motivation | de |
dc.subject.rswk | Prüfungsangst | de |
dc.subject.rswk | Neue Medien | de |
dc.subject.rswk | Adaptiver Test | de |
dcterms.accessRights | open access | - |
eldorado.secondarypublication | true | de |
eldorado.secondarypublication.primaryidentifier | https://doi.org/10.1027/1015-5759/a000767 | de |
eldorado.secondarypublication.primarycitation | Brüggemann, T., Ludewig, U., Lorenz, R., & McElvany, N. (2023). Effects of test mode and medium on elementary school students’ test experience. European Journal of Psychological Assessment. https://doi.org/10.1027/1015-5759/a000767 | de |
Enthalten in den Sammlungen: | Institut für Schulentwicklungsforschung |
Dateien zu dieser Ressource:
Datei | Beschreibung | Größe | Format | |
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brüggemann-et-al-2023-effects-of-test-mode-and-medium-on-elementary-school-students-test-experience.pdf | DNB | 238.13 kB | Adobe PDF | Öffnen/Anzeigen |
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