Testing mode effects on test score become nonsignificant when controlling for working memory capacity, but the mode*difficulty interaction remains significant¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? With working memory capacity as a covariate, the mode effect on test scores was nonsignificant (p = 0.057) while the mode*difficulty interaction remained significant (p < 0.001); mode effects on both cognitive load measures stayed significant. → James Pengelley · Peter R. Whipp · Nina Rovis-Hermann 2023

Evidence¶

James Pengelley · Peter R. Whipp · Nina Rovis-Hermann 2023¶

James Pengelley · Peter R. Whipp · Nina Rovis-Hermann. (2023). A Testing Load: Investigating Test Mode Effects on Test Score, Cognitive Load and Scratch Paper Use with Secondary School Students. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09781-x

q3 · i? · causal · r2

In the working-memory-covariate models of the repeated-measures study, "controlling for individual differences in WMC on test scores (model 1a, Table 4) resulted in a nonsignificant effect of mode (F(1, 768) = 3.64, p = 0.057)" while the interaction remained significant; mode effects on perceived difficulty and mental effort remained significant with WMC controlled.

"controlling for individual differences in WMC on test scores (model 1a, Table 4) resulted in a nonsignificant effect of mode (F(1, 768) = 3.64, p = 0.057); significant effects for difficulty (F(1,760) = 1073.95, p < 0.001); WMC (F(1,252) = 19.45, p < 0.001); and also the testing mode*difficulty interaction (F(1,760) = 63.64, p < 0.001)"

Discussion¶

Related Claims¶

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