Examining Convergent and Discriminant Validity Evidence for a Self-Report Test-Taking Motivation Measure

• In Event: Measuring and Modeling Test-Taker Behaviors and Experiences

Abstract

Test-taking motivation (TTM) surveys are utilized to identify students with low motivation during assessments, particularly in low-stakes contexts. It is then important to determine whether or not the TTM surveys are a valid proxy of TTM. To address this issue, we examined convergent and discriminant validity evidence of a TTM survey using a moment-to-moment behavioral measure. Students completed a conversation-based assessment (CBA) that assessed linear equations knowledge and then completed a post-assessment TTM survey. To measure moment-to-moment behaviors, students watched a replay of their interaction with the CBA and rated their emotions. We focused on self-reports of engagement/flow and boredom as evidence of convergent and discriminant validity, respectively, and discuss the implications for post-assessment TTM surveys.

Authors

• Blair Lehman, Educational Testing Service

• Diego Zapata-Rivera, Educational Testing Service