Universität zu Köln

Schuettpelz-Brauns, Katrin, Hecht, Martin ORCID: 0000-0002-5168-4911, Hardt, Katinka, Karay, Yassin, Zupanic, Michaela and Kaemmer, Juliane E. (2020). Institutional strategies related to test-taking behavior in low stakes assessment. Adv. Health Sci. Educ., 25 (2). S. 321 - 336. DORDRECHT: SPRINGER. ISSN 1573-1677

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Abstract

Low stakes assessment without grading the performance of students in educational systems has received increasing attention in recent years. It is used in formative assessments to guide the learning process as well as in large-scales assessments to monitor educational programs. Yet, such assessments suffer from high variation in students' test-taking effort. We aimed to identify institutional strategies related to serious test-taking behavior in low stakes assessment to provide medical schools with practical recommendations on how test-taking effort might be increased. First, we identified strategies that were already used by medical schools to increase the serious test-taking behavior on the low stakes Berlin Progress Test (BPT). Strategies which could be assigned to self-determination theory of Ryan and Deci were chosen for analysis. We conducted the study at nine medical schools in Germany and Austria with a total of 108,140 observations in an established low stakes assessment. A generalized linear-mixed effects model was used to assess the association between institutional strategies and the odds that students will take the BPT seriously. Overall, two institutional strategies were found to be positively related to more serious test-taking behavior: discussing low test performance with the mentor and consequences for not participating. Giving choice was negatively related to more serious test-taking behavior. At medical schools that presented the BPT as evaluation, this effect was larger in comparison to medical schools that presented the BPT as assessment.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Schuettpelz-Brauns, Katrin UNSPECIFIED UNSPECIFIED UNSPECIFIED Hecht, Martin UNSPECIFIED orcid.org/0000-0002-5168-4911 UNSPECIFIED Hardt, Katinka UNSPECIFIED UNSPECIFIED UNSPECIFIED Karay, Yassin UNSPECIFIED UNSPECIFIED UNSPECIFIED Zupanic, Michaela UNSPECIFIED UNSPECIFIED UNSPECIFIED Kaemmer, Juliane E. UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-130550
DOI:	10.1007/s10459-019-09928-y
Journal or Publication Title:	Adv. Health Sci. Educ.
Volume:	25
Number:	2
Page Range:	S. 321 - 336
Date:	2020
Publisher:	SPRINGER
Place of Publication:	DORDRECHT
ISSN:	1573-1677
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language PERSON RESPONSE FUNCTION; FORMATIVE ASSESSMENT; PROGRESS TEST; MOTIVATION; CURRICULUM; COLLABORATION; BENCHMARKING; METAANALYSIS; ACHIEVEMENT; PERFORMANCE Multiple languages Education & Educational Research; Education, Scientific Disciplines; Health Care Sciences & Services Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/13055