The role of gender in test-taking motivation under low-strokes conditions

Examinee effort can impact the validity of scores on higher education assessments. Many studies of examinee effort have briefly noted gender differences, but gender differences in test-taking effort have not been a primary focus of research. This review of the literature brings together gender-relat...

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Bibliographic Details
Published in:Research & practice in assessment 2013-01, Vol.8 (2), p.69
Main Authors: DeMars, Christine E, Bashkov, Bozhidar M, Socha, Alan B
Format: Article
Language:English
Subjects:
Educational evaluation
Stroke (Disease)
Online Access:Get full text
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Summary:Examinee effort can impact the validity of scores on higher education assessments. Many studies of examinee effort have briefly noted gender differences, but gender differences in test-taking effort have not been a primary focus of research. This review of the literature brings together gender-related findings regarding three measures of examinee motivation: attendance at the assigned testing session, time spent on each test item, and self-reported effort. Evidence from the literature is summarized, with some new results presented. Generally, female examinees exert more effort, with differences mostly at very low levels of effort--the levels at which effort is most likely to impact test scores. Examinee effort is positively correlated with conscientiousness and agreeableness, and negatively correlated with work-avoidance. The gender differences in these constructs may account for some of the gender differences in test-taking effort. Limitations and implications for higher education assessment practice are discussed.
ISSN:2161-4210
2161-4210