Zachary G. C. Kornhauser, Jillian Minahan, Karen L. Siedlecki, and Jeffrey T. Steedle | 2014 | CAE
Low-stakes assessments are increasingly being used by institutions of higher education as measures of student learning. One issue facing the validity of these assessments is that of student motivation, as research indicates that student motivation may play a large role in influencing test scores. To address this issue, the current study sought to increase motivation and, in turn, performance by appealing to students’ sense of academic citizenship. Results of the study reveal that this manipulation does not appear to lead to increases in motivation or improved performance on low-stakes assessments.