Effort-moderated model of unmotivated test-taking behavior¶

Theory · All theories
Evidence · 3 claims (2 for, 1 mixed) · 2 studies (2 associational), q2 · 0 of 2 report an effect size · 3 claims rest on one study

Description¶

The effort-moderated model is one of several types of models proposed to represent unmotivated test-taking behavior, describing how response accuracy depends on test-taker effort as reflected in response times. In this study, observed rapid-guessing behavior on an adaptive achievement test was found to be "inconsistent with these models, with the exception of the effort‐moderated model", making it the only proposed account that matched the data. It also underpins effort-moderated scoring, which produced more accurate scores and improved person fit.

Design Implications¶

Context¶

Requirements¶

• Response-time data are needed to identify rapid-guessing behavior and apply effort-moderated modeling or scoring.

Constraints¶

• Other proposed models of unmotivated test-taking behavior did not match the observed behavior in this adaptive-test context.

Target Learners¶

• K-12 students taking adaptive achievement tests

Target Learning Objectives¶

• Accurate measurement of achievement under varying test-taking motivation

Claims¶

• Rapid Guessing Inconsistent With Unmotivated Models Except Effort Moderated [+M]
• Effort Moderated Scoring More Accurate Than Traditional [+M]
• E-M scoring leaves residual score distortion, suggesting some disengaged test responses are nonrapid rather than rapid guesses [~W]

Related Theories¶

• The effort-moderated IRT model of test-taking motivation

Examples¶

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Key Sources¶

• Modeling student test-taking motivation in the context of an adaptive achievement test. (2016). Journal of Educational Measurement, 53(1), 86–105. https://www.nwea.org/research/publication/modeling-student-test-taking-motivation-in-the-context-of-an-adaptive-achievement-test/