The role of time on task in computer-based low-stakes assessment of cross-curricular skills.

Abstract

The role of time on task (TOT) for students' attainment in a low-stakes assessment of cross-curricular skills was examined using the log data collected in the computer-based assessment (CBA). Two structural equation models were compared: Model 1, in which students' test scores were explained by grade point average (GPA) together with mastery and detrimental motivational attitudes, and Model 2, in which TOT was added to the model to mediate the effects of GPA and the 2 motivational constructs. Fitting the models to nationally representative data of 4,249 Finnish 9th graders (Mage = 15.92 years) confirmed the hypothesis that investment of time plays a key role in explaining test scores in low-stakes assessment even when prior ability (GPA) is taken into account. It was also confirmed that the effects of the detrimental attitudes on students' attainment were mediated by TOT. The study makes an important contribution to research regarding the role of motivational attitudes and TOT in low-stakes assessment, which is vital for the use of the assessment results in national and international benchmarking. It is concluded that log data provide a functional way to investigate time investment in CBA as an indicator for students' effort, yielding relevant implications for educational psychologists.

Exploring the Relation between Time on Task and Ability in Complex Problem Solving

“…This idea is in line with Goldhammer and Klein Entink's (2011) study, in which time on task was related only to the behavioral component of executive attention, which was found to further direct students' goal orientations (Bipp et al, 2012). Kupiainen et al (2014) came to the same conclusion by showing that goal orientations determined the amount of time students were ready to invest in cross-curricular tasks.…”

“…From a conceptual perspective, given that orientations reflect students' effort and investment in solving tasks, one might assume that time on task and goal orientations are linked. This assumption was strengthened by Kupiainen et al's (2014) recent study, which was concerned with the effects of goal orientations on time on task and learning in cross-curricular contexts. They found that students' goals directed their efforts in spending time for solving tasks and learning.…”

“…By contrast, a more general representation of response times refers to 'time on task', that is, the time a student needs to complete a task, regardless of the correctness (Goldhammer, Naumann, Stelter, Rölke, & Klieme, 2014). Time on task has recently received attention in the context of modeling its relation to accuracy and school achievement (e.g., Goldhammer et al, 2014;Kupiainen, Vainikainen, Marjanen, & Hautamäki, 2014).…”

The impact of elaborated feedback on text comprehension within a computer-based assessment

“…Furthermore, the time participants spent on tasks was taken into account as an indicator of engagement for processing the feedback and thus for students' commitment to the tasks (Guthrie et al, 2004). Findings from low-stake and non-timed performance testing suggested a positive relationship between response times and performance outcomes, even when prior ability is taken into account (Kupiainen, Vainikainen, Marjanen, & Hautam€ aki, 2014). For reading tests, a slightly positive effect of time-on-task was found for demanding reading situations (Goldhammer et al, 2014).…”

Computer-Based Assessment of 7–12-year-old Students’ Civic Knowledge and the Connection Between Students’ Performance and Test Behaviour

“…Az OECD PISA digitális olvasás-szövegértés vizsgála-tában például a tanulók teljesítményét a tesztmegoldással töltött idővel jellemezték (OECD, 2011), de e speciális háttérváltozó elemezésekbe történő bevonása az újabb munkákban is megjelenik (l. pl. Kinyó, megjelenés alatt;Vainikainen, Marjanen és Hautamäki, 2013, Vidákovich, 2014.…”