Institutional strategies related to test-taking behavior in low stakes assessment.

ABSTRACT: Low stakes assessment without grading the performance of students in educational systems has received increasing attention in recent years. It is used in formative assessments to guide the learning process as well as in large-scales assessments to monitor educational programs. Yet, such assessments suffer from high variation in students' test-taking effort. We aimed to identify institutional strategies related to serious test-taking behavior in low stakes assessment to provide medical schools with practical recommendations on how test-taking effort might be increased. First, we identified strategies that were already used by medical schools to increase the serious test-taking behavior on the low stakes Berlin Progress Test (BPT). Strategies which could be assigned to self-determination the

SUBMITTER: Schuttpelz-Brauns K 

PROVIDER: S-EPMC7210238 | biostudies-literature | 2020 May

REPOSITORIES: biostudies-literature