Standard

How representational pictures enhance students' performance and test-taking pleasure in low-stakes assessment. / Lindner, Marlit Annalena; Ihme, Jan Marten; Saß, Steffani; Köller, Olaf.

in: European Journal of Psychological Assessment, 07.10.2016.

Publikation: Forschung - BegutachtungZeitschriftenaufsätze

Harvard

Lindner, MA, Ihme, JM, Saß, S & Köller, O 2016, 'How representational pictures enhance students' performance and test-taking pleasure in low-stakes assessment' European Journal of Psychological Assessment. DOI: 10.1027/1015-5759/a000351

APA

Lindner, M. A., Ihme, J. M., Saß, S., & Köller, O. (2016). How representational pictures enhance students' performance and test-taking pleasure in low-stakes assessment. European Journal of Psychological Assessment. DOI: 10.1027/1015-5759/a000351

Vancouver

Lindner MA, Ihme JM, Saß S, Köller O. How representational pictures enhance students' performance and test-taking pleasure in low-stakes assessment. European Journal of Psychological Assessment. 2016 Okt 7. Erhältlich von, DOI: 10.1027/1015-5759/a000351

BibTeX

@article{4069296090f341009f612dfd2d5c461a,
title = "How representational pictures enhance students' performance and test-taking pleasure in low-stakes assessment",
abstract = "Pictures are often used in standardized educational large-scale assessment (LSA), but their impact on test parameters has received little attention up until now. Even less is known about pictures’ affective effects on students in testing (i.e., test-taking pleasure and motivation). However, such knowledge is crucial for a focused application of multiple representations in LSA. Therefore, this study investigated how adding representational pictures (RPs) to text-based item stems affects (1) item difficulty and (2) students’ test-taking pleasure. An experimental study with N = 305 schoolchildren was conducted, using 48 manipulated parallel science items (text-only vs. text-picture) in a rotated multimatrix design to realize within-subject measures. Students’ general cognitive abilities, reading abilities, and background variables were assessed to consider potential interactions between RPs’ effects and students’ performance. Students also rated their item-solving pleasure for each item. Results from item-response theory (IRT) model comparisons showed that RPs only reduced item difficulty when pictures visualized information mandatory for solving the task, while RPs substantially enhanced students’ test-taking pleasure even when they visualized optional context information. Overall, our findings suggest that RPs have a positive affective and cognitive influence on students' performance in LSA (i.e., multimedia effect in testing) and should be considered more frequently.",
keywords = "Educational assessment/measurements, multimedia effect, test-taking motivation, item-writing guidelines, low-stakes assessment, multiple representations",
author = "Lindner, {Marlit Annalena} and Ihme, {Jan Marten} and Steffani Saß and Olaf Köller",
year = "2016",
month = "10",
doi = "10.1027/1015-5759/a000351",
journal = "European Journal of Psychological Assessment",
issn = "1015-5759",
publisher = "Hogrefe",

}

RIS

TY - JOUR

T1 - How representational pictures enhance students' performance and test-taking pleasure in low-stakes assessment

AU - Lindner,Marlit Annalena

AU - Ihme,Jan Marten

AU - Saß,Steffani

AU - Köller,Olaf

PY - 2016/10/7

Y1 - 2016/10/7

N2 - Pictures are often used in standardized educational large-scale assessment (LSA), but their impact on test parameters has received little attention up until now. Even less is known about pictures’ affective effects on students in testing (i.e., test-taking pleasure and motivation). However, such knowledge is crucial for a focused application of multiple representations in LSA. Therefore, this study investigated how adding representational pictures (RPs) to text-based item stems affects (1) item difficulty and (2) students’ test-taking pleasure. An experimental study with N = 305 schoolchildren was conducted, using 48 manipulated parallel science items (text-only vs. text-picture) in a rotated multimatrix design to realize within-subject measures. Students’ general cognitive abilities, reading abilities, and background variables were assessed to consider potential interactions between RPs’ effects and students’ performance. Students also rated their item-solving pleasure for each item. Results from item-response theory (IRT) model comparisons showed that RPs only reduced item difficulty when pictures visualized information mandatory for solving the task, while RPs substantially enhanced students’ test-taking pleasure even when they visualized optional context information. Overall, our findings suggest that RPs have a positive affective and cognitive influence on students' performance in LSA (i.e., multimedia effect in testing) and should be considered more frequently.

AB - Pictures are often used in standardized educational large-scale assessment (LSA), but their impact on test parameters has received little attention up until now. Even less is known about pictures’ affective effects on students in testing (i.e., test-taking pleasure and motivation). However, such knowledge is crucial for a focused application of multiple representations in LSA. Therefore, this study investigated how adding representational pictures (RPs) to text-based item stems affects (1) item difficulty and (2) students’ test-taking pleasure. An experimental study with N = 305 schoolchildren was conducted, using 48 manipulated parallel science items (text-only vs. text-picture) in a rotated multimatrix design to realize within-subject measures. Students’ general cognitive abilities, reading abilities, and background variables were assessed to consider potential interactions between RPs’ effects and students’ performance. Students also rated their item-solving pleasure for each item. Results from item-response theory (IRT) model comparisons showed that RPs only reduced item difficulty when pictures visualized information mandatory for solving the task, while RPs substantially enhanced students’ test-taking pleasure even when they visualized optional context information. Overall, our findings suggest that RPs have a positive affective and cognitive influence on students' performance in LSA (i.e., multimedia effect in testing) and should be considered more frequently.

KW - Educational assessment/measurements

KW - multimedia effect

KW - test-taking motivation

KW - item-writing guidelines

KW - low-stakes assessment

KW - multiple representations

U2 - 10.1027/1015-5759/a000351

DO - 10.1027/1015-5759/a000351

M3 - Journal articles

JO - European Journal of Psychological Assessment

T2 - European Journal of Psychological Assessment

JF - European Journal of Psychological Assessment

SN - 1015-5759

ER -

ID: 652123