Student Emotions During Conversation-Based Assessments

• In Event: 56.048 - Cognitive and Noncognitive Assessment

Abstract

Students have been found to experience a variety of emotions that are related to their performance on traditional assessments. With the increasing prevalence of non-traditional assessments such as conversation-, game-, and simulation-based assessments, it is important to understand what emotions students experience and how those emotions impact performance. Given that the interaction style of these new assessments is similar to learning environments, it is unclear which emotions will be most relevant. We investigated student emotions in two conversation-based assessments (CBA) that assess science inquiry and linear equation knowledge. A consistent set of emotions was found to occur across both CBAs that included both achievement and learning-centered emotions. The relationship between these emotions and performance on the CBAs was also explored.

Authors

• Blair Lehman, Educational Testing Service

• Diego Zapata-Rivera, Educational Testing Service