Abstract

Low examinee effort distorts low-stakes general education assessment results and thereby diminishes the validity of score-based inferences regarding what students know and can do. Several issues concerning examinee effort are noted, the research literature on examinee motivation is reviewed, and several approaches proposed for effectively managing this threat are discussed.

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Additional Information

ISSN
1527-2060
Print ISSN
0021-3667
Pages
pp. 152-166
Launched on MUSE
2009-12-18
Open Access
No
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