Task-Position Effects in Reading Assessments: A Matter of Motivation? Evidence From Five Studies (Poster 27)

• In Event: AERA Poster Session Three
  In Poster Session: Measurement Theory and Application 2

Abstract

Task-position effects are context-effects in assessment studies implying that the task-difficulty increases with increasing ordinal position in a test booklet. In the literature, both cognitive and motivational drivers of position effects are discussed. We investigated whether task-position effects are influenced by motivational factors, i.e. (1) intrinsic reading motivation and (2) motivational stimulation by the task. In five studies with secondary students (total N = 668) and adults (total N = 319) and randomized assignment of test-takers and task-order variants, analyses revealed strong task-position effects, but no significant moderations by motivational factors. At least for studies of comparable test length, motivational factors are not dominant drivers of task-position effects in reading assessment.  

Authors

• Thomas Canz, FernUniversität in Hagen
  Presenting Author

• Kathrin Jonkmann, Fernuniversität in Hagen
  Non-Presenting Author