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  • 1.
    Andersson, Catarina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Palm, Torulf
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
    Reasons for teachers' successful development of a formative assessment practice through professional development: a motivation perspective2018In: Assessment in education: Principles, Policy & Practice, ISSN 0969-594X, E-ISSN 1465-329X, Vol. 25, no 6, p. 576-597Article in journal (Refereed)
    Abstract [en]

    Formative assessment has been shown to have the potential to significantly enhance student achievement, but a strong research base about how to support teachers to implement such a practice is lacking. This is particularly so for a conceptualisation of formative assessment as a unity of integrated formative assessment strategies. The aim of this study is to investigate why the mathematics teachers who participated in a successful professional development programme in formative assessment developed their formative classroom practice to such an extent that it had a significant impact on student achievement. An analysis of data from teacher questionnaires and interviews shows that the teachers' actions can be explained by expectancy-value theory of achievement motivation. Characteristics of the professional development programme that the teachers experienced as important for their development of a formative classroom practice are identified, and the characteristics' affordances for the development of the teachers' expectancy and value beliefs are discussed.

  • 2.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Skill and will: test-taking motivation and assessment quality2010In: Assessment in education: Principles, Policy & Practice, ISSN 0969-594X, E-ISSN 1465-329X, Vol. 17, no 4, p. 345-356Article in journal (Refereed)
    Abstract [en]

    An achievement test score can be viewed as a joint function of skill and will, of knowledge and motivation. However, when interpreting and using test scores, the 'will' part is not always acknowledged and scores are mostly interpreted and used as pure measures of student knowledge. This paper argues that students' motivation to do their best on the assessment - their test-taking motivation - is important to consider from an assessment validity perspective. This is true not least in assessment contexts where the assessment outcome has no consequences for the test-taker. The paper further argues that the quality of assessment of test-taking motivation also needs attention. Theoretical and methodological issues related to the assessment of test-taking motivation are presented from a validity perspective, and findings from empirical studies on the relation between test stakes, test-taking motivation and test performance are presented.

  • 3.
    Knekta, Eva
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Sundström, Anna
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    'It was, Perhaps, the Most Important One': Students' Perceptions of National Tests in Terms of Test-Taking Motivation2019In: Assessment in education: Principles, Policy & Practice, ISSN 0969-594X, E-ISSN 1465-329X, Vol. 26, no 2, p. 202-221Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to examine ninth-grade students' perception of a Swedish national test in science (high-stakes for the students) and a field trial (low-stakes for the students), in terms of test-taking motivation. The study is based on semi-structured interviews with 12 students. Overall, the students had a positive perception of the national test; they were motivated to do their best, believed they did well and found the test important and good. Several students were nervous before the test and some during the test whereas others felt okay, or even enjoyed taking the national test. The students talked about less effort and test anxiety in the field trial and perceived the test as less important compared to the national test. The interviews provided a rich understanding of the different aspects of test-taking motivation as described by the expectancy-value theory. Furthermore, they indicated how the test administration could be adjusted so as to achieve higher test validity.

  • 4.
    Stenlund, Tova
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Threats to the valid use of assessment of prior learning in higher education: claimants' experiences of the assessment process2012In: Assessment in education: Principles, Policy & Practice, ISSN 0969-594X, E-ISSN 1465-329X, Vol. 19, no 2, p. 177-192Article in journal (Refereed)
    Abstract [en]

    Assessment of prior learning (APL) refers a process where adults’ prior learning, formal as well as informal, is assessed and acknowledged. In the first section of this paper, APL and current conceptions of validity in assessments and its evaluation are presented. It is argued that participants in the assessment are an important source of information for the validation of the assessment. In the following section participants experiences from a particular APL scheme are evaluated using a questionnaire developed for that purpose. The questionnaire provides data on individuals’ perceptions of the procedure and result of the APL scheme. The results are described, analysed and discussed from a validity perspective. Conclusions drawn from the results are that possible threats to validity can exist in the administration of APL procedures, as well as in consequences of APL.

  • 5.
    Stenlund, Tova
    et al.
    Umeå University, Faculty of Social Sciences, Department of Psychology. Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Eklöf, Hanna
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Lyrén, Per-Erik
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Group Differences in Test-Taking Behaviour: An example from a High-Stakes Testing Program2017In: Assessment in education: Principles, Policy & Practice, ISSN 0969-594X, E-ISSN 1465-329X, Vol. 24, no 1, p. 4-20Article in journal (Refereed)
    Abstract [en]

    This study investigated whether different groups of test-takers vary in their reported test-taking behaviour in a high-stakes test situation. A between-group design (N = 1129) was used to examine whether high and low achievers, as well as females and males, differ in their use of test-taking strategies, and in level of reported test anxiety and motivation. The results showed differences between high and low achievers on a number of test-taking strategies, where high achievers reported using successful strategies to a higher extent. There were also gender differences: females, for example, reported using random guessing to a higher extent than males. Further, low achievers, especially females, reported significantly higher levels of test anxiety than high achievers, and high achievers reported slightly higher levels of motivation when compared to low achievers. To conclude, test-taking behaviour might bring additional variance to test scores, whether or not this is irrelevant variance is discussed.

  • 6.
    Wikström, Christina
    Umeå University, Faculty of Social Sciences, Department of Educational Measurement.
    Grade stability in a criterion-referenced grading system: the Swedish example2005In: Assessment in education: Principles, Policy & Practice, ISSN 0969-594X, E-ISSN 1465-329X, ISSN 1465-329X (on-lline), Vol. 12, no 2, p. 125-144Article in journal (Refereed)
    Abstract [en]

    This study investigates empirically the mechanisms behind the increasing grade point averages in Swedish upper secondary schools. Four hypotheses are presented as plausible explanations; improved student achievements, student selection effects, strategic behaviour in course choices, and lowering of grading standards. The analysis is based on extensive data, and focuses on grades and test scores from upper secondary school graduates over a 6-year period. The result shows that the increase in grade point averages cannot be explained by better achievements, selection effects or course choices, which means that standards have been lowered, which is interpreted here as grade inflation. The grade inflation is most likely an effect of the leniency in the grading system in combination with pressure for high grading, related to the upper secondary school grades' function as an instrument for selection to higher education.

  • 7.
    Wolming, Simon
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Wikström, Christina
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    The concept of validity in theory and practice2010In: Assessment in education: Principles, Policy & Practice, ISSN 0969-594X, E-ISSN 1465-329X, Vol. 17, no 2, p. 117-132Article in journal (Refereed)
1 - 7 of 7
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