東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Determinants of postsecondary studen...

Lovett, Benjamin Joshua.

FindBook

Google Book

Amazon

博客來

Determinants of postsecondary students' performance on timed examinations: Implications for extended time testing accommodations.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Determinants of postsecondary students' performance on timed examinations: Implications for extended time testing accommodations./
作者:	Lovett, Benjamin Joshua.
面頁冊數:	95 p.
附註:	Source: Dissertation Abstracts International, Volume: 68-09, Section: B, page: 6385.
Contained By:	Dissertation Abstracts International68-09B.
標題:	Education, Tests and Measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3281764
ISBN:	9780549232896

Determinants of postsecondary students' performance on timed examinations: Implications for extended time testing accommodations.
Lovett, Benjamin Joshua.

Determinants of postsecondary students' performance on timed examinations: Implications for extended time testing accommodations. - 95 p.

Source: Dissertation Abstracts International, Volume: 68-09, Section: B, page: 6385.

Thesis (Ph.D.)--Syracuse University, 2007.

Increasing numbers of postsecondary students with disabilities are applying for testing accommodations, with the most frequent accommodation being extended time on tests. However, little is known about the factors that affect performance on timed academic tests. Hypothesized contributors to performance on these tests include reading fluency, processing speed, students' perceptions of timed test-taking ability, test anxiety, and level of effort. In the present study, participants (N = 225) completed a battery of performance and self-report measures, including a brief reading comprehension test that served as a proxy for a timed high-stakes examination. Level of effort was manipulated by randomly assigning students to either a "best effort" condition, in which they were asked to put forth their best effort on all measures, or to a "malingering" condition, in which they were asked to feign reading-related problems in an effort to obtain testing accommodations. In the best effort group, reading fluency and self-perceptions emerged as predictors of performance on the reading comprehension test, whereas test anxiety and processing speed did not add unique predictive value. Perceptions of performance on timed tests were predicted by test anxiety, even when reading fluency was controlled. The malingering group obtained significantly poorer scores on all measures, although the differences were greater on the self-report measures (e.g., the test anxiety questionnaire) than on the performance measures (e.g., processing speed tasks). Implications for future research and testing accommodation eligibility decisions are discussed.

ISBN: 9780549232896Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Determinants of postsecondary students' performance on timed examinations: Implications for extended time testing accommodations.
LDR:02488nam 2200253 a 45 001 954589
005 20110622
008 110622s2007 ||||||||||||||||| ||eng d
020 $a 9780549232896
035 $a (UMI)AAI3281764
035 $a AAI3281764
040 $a UMI $c UMI
100 1 $a Lovett, Benjamin Joshua. $3 1278049
245 1 0 $a Determinants of postsecondary students' performance on timed examinations: Implications for extended time testing accommodations.
300 $a 95 p.
500 $a Source: Dissertation Abstracts International, Volume: 68-09, Section: B, page: 6385.
502 $a Thesis (Ph.D.)--Syracuse University, 2007.
520 $a Increasing numbers of postsecondary students with disabilities are applying for testing accommodations, with the most frequent accommodation being extended time on tests. However, little is known about the factors that affect performance on timed academic tests. Hypothesized contributors to performance on these tests include reading fluency, processing speed, students' perceptions of timed test-taking ability, test anxiety, and level of effort. In the present study, participants (N = 225) completed a battery of performance and self-report measures, including a brief reading comprehension test that served as a proxy for a timed high-stakes examination. Level of effort was manipulated by randomly assigning students to either a "best effort" condition, in which they were asked to put forth their best effort on all measures, or to a "malingering" condition, in which they were asked to feign reading-related problems in an effort to obtain testing accommodations. In the best effort group, reading fluency and self-perceptions emerged as predictors of performance on the reading comprehension test, whereas test anxiety and processing speed did not add unique predictive value. Perceptions of performance on timed tests were predicted by test anxiety, even when reading fluency was controlled. The malingering group obtained significantly poorer scores on all measures, although the differences were greater on the self-report measures (e.g., the test anxiety questionnaire) than on the performance measures (e.g., processing speed tasks). Implications for future research and testing accommodation eligibility decisions are discussed.
590 $a School code: 0659.
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Psychology, Psychometrics. $3 1017742
690 $a 0288
690 $a 0632
710 2 $a Syracuse University. $3 1017440
773 0 $t Dissertation Abstracts International $g 68-09B.
790 $a 0659
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3281764