Inflated test scores through excessive test preparation? Associations of teaching to the test practices with academic achievement.

• In Event: Motivation in STEM Learning Environments

Abstract

This study investigated whether teaching to the test (TTT) artificially inflates test scores, as often claimed, and explores potential mediating effects of academic motivation and test anxiety. Using Expectancy-Value Theory, we analysed longitudinal data from N = 1387 12th-grade students (59.8% female) taking a standardized exam. We assessed intrinsic motivation, utility value, academic self-concept, test anxiety, and perceived TTT via self-report questionnaires from the students’ perspective. Mediated structural equation modelling revealed no direct effect of TTT on achievement, challenging the claim of artificial score inflation. However, indirect effects emerged via reduced test anxiety and enhanced academic self-concept, positively influencing achievement. These findings suggest that TTT primarily helps students adapt to test demands, enabling them to demonstrate their full potential.

Authors

• Joy Muth, University of Vienna

• Marko Lüftenegger, Universität Wien