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The merits of representational pictures in educational assessment: Evidence for cognitive and motivational effects in a time-on-task analysis. / Lindner, Marlit Annalena; Lüdtke, Oliver; Grund, Simon; Köller, Olaf.

in: Contemporary Educational Psychology, Band 51, Nr. October 2017, 30.09.2017, S. 482-492.

Publikation: Forschung - BegutachtungZeitschriftenaufsätze

Harvard

Lindner, MA, Lüdtke, O, Grund, S & Köller, O 2017, 'The merits of representational pictures in educational assessment: Evidence for cognitive and motivational effects in a time-on-task analysis' Contemporary Educational Psychology, Bd 51, Nr. October 2017, S. 482-492. DOI: 10.1016/j.cedpsych.2017.09.009

APA

Lindner, M. A., Lüdtke, O., Grund, S., & Köller, O. (2017). The merits of representational pictures in educational assessment: Evidence for cognitive and motivational effects in a time-on-task analysis. Contemporary Educational Psychology, 51(October 2017), 482-492. DOI: 10.1016/j.cedpsych.2017.09.009

Vancouver

Lindner MA, Lüdtke O, Grund S, Köller O. The merits of representational pictures in educational assessment: Evidence for cognitive and motivational effects in a time-on-task analysis. Contemporary Educational Psychology. 2017 Sep 30;51(October 2017):482-492. Erhältlich von, DOI: 10.1016/j.cedpsych.2017.09.009

BibTeX

@article{2b879c2c0a7245ca861135917de46345,
title = "The merits of representational pictures in educational assessment: Evidence for cognitive and motivational effects in a time-on-task analysis",
abstract = "Adding representational pictures (RPs) to text-based items has been shown to improve students’ test performance. Focusing on potential explanations for this multimedia effect in testing, we propose two functions of RPs in testing, namely, (1) a cognitive facilitation function and (2) a motivational function. We found empirical support for both functions in this computer-based classroom experiment with N= 410 fifth and sixth graders. All students answered 36 manipulated science items that either contained (text-picture) or did not contain (text-only) an RP that visualized the text information in the item stem. Each student worked on both item types, following a rotated within-subject design. We measured students’ (a) solution success, (b) time on task (TOT), and identified (c) rapid-guessing behavior (RGB). We used generalized and linear mixed-effects models to investigate RPs’ impact on these outcome parameters and considered students’ level of test engagement and item positions ascovariates. The results indicate that (1) RPs improved all students’ performance across item positions in a comparable manner (multimedia effect in testing). (2) RPs have the potential to accelerate item processing (cognitive facilitation function). (3) The presence of RPs reduced students’ RGB rates to a meaningful extent (motivational function). Overall, our data indicate that RPs may promote more reliable test scores, supporting a more valid interpretation of students’ achievement levels.",
keywords = "Educational assessment/measurements, Test-taking motivation , Rapid-guessing behavior, Time on task , Multimedia effect in testing, Representational pictures",
author = "Lindner, {Marlit Annalena} and Oliver Lüdtke and Simon Grund and Olaf Köller",
year = "2017",
month = "9",
doi = "10.1016/j.cedpsych.2017.09.009",
volume = "51",
pages = "482--492",
journal = "Contemporary Educational Psychology",
issn = "0361-476X",
publisher = "Elsevier",
number = "October 2017",

}

RIS

TY - JOUR

T1 - The merits of representational pictures in educational assessment: Evidence for cognitive and motivational effects in a time-on-task analysis

AU - Lindner,Marlit Annalena

AU - Lüdtke,Oliver

AU - Grund,Simon

AU - Köller,Olaf

PY - 2017/9/30

Y1 - 2017/9/30

N2 - Adding representational pictures (RPs) to text-based items has been shown to improve students’ test performance. Focusing on potential explanations for this multimedia effect in testing, we propose two functions of RPs in testing, namely, (1) a cognitive facilitation function and (2) a motivational function. We found empirical support for both functions in this computer-based classroom experiment with N= 410 fifth and sixth graders. All students answered 36 manipulated science items that either contained (text-picture) or did not contain (text-only) an RP that visualized the text information in the item stem. Each student worked on both item types, following a rotated within-subject design. We measured students’ (a) solution success, (b) time on task (TOT), and identified (c) rapid-guessing behavior (RGB). We used generalized and linear mixed-effects models to investigate RPs’ impact on these outcome parameters and considered students’ level of test engagement and item positions ascovariates. The results indicate that (1) RPs improved all students’ performance across item positions in a comparable manner (multimedia effect in testing). (2) RPs have the potential to accelerate item processing (cognitive facilitation function). (3) The presence of RPs reduced students’ RGB rates to a meaningful extent (motivational function). Overall, our data indicate that RPs may promote more reliable test scores, supporting a more valid interpretation of students’ achievement levels.

AB - Adding representational pictures (RPs) to text-based items has been shown to improve students’ test performance. Focusing on potential explanations for this multimedia effect in testing, we propose two functions of RPs in testing, namely, (1) a cognitive facilitation function and (2) a motivational function. We found empirical support for both functions in this computer-based classroom experiment with N= 410 fifth and sixth graders. All students answered 36 manipulated science items that either contained (text-picture) or did not contain (text-only) an RP that visualized the text information in the item stem. Each student worked on both item types, following a rotated within-subject design. We measured students’ (a) solution success, (b) time on task (TOT), and identified (c) rapid-guessing behavior (RGB). We used generalized and linear mixed-effects models to investigate RPs’ impact on these outcome parameters and considered students’ level of test engagement and item positions ascovariates. The results indicate that (1) RPs improved all students’ performance across item positions in a comparable manner (multimedia effect in testing). (2) RPs have the potential to accelerate item processing (cognitive facilitation function). (3) The presence of RPs reduced students’ RGB rates to a meaningful extent (motivational function). Overall, our data indicate that RPs may promote more reliable test scores, supporting a more valid interpretation of students’ achievement levels.

KW - Educational assessment/measurements

KW - Test-taking motivation

KW - Rapid-guessing behavior

KW - Time on task

KW - Multimedia effect in testing

KW - Representational pictures

U2 - 10.1016/j.cedpsych.2017.09.009

DO - 10.1016/j.cedpsych.2017.09.009

M3 - Journal articles

VL - 51

SP - 482

EP - 492

JO - Contemporary Educational Psychology

T2 - Contemporary Educational Psychology

JF - Contemporary Educational Psychology

SN - 0361-476X

IS - October 2017

ER -

ID: 830046