Students' test motivation in PISA: the case of Norway. Issue 3 (2nd July 2016)

• Record Type: Journal Article
• Authors: Hopfenbeck, Therese N.; Kjærnsli, Marit
• Is Part Of: Curriculum journal. Volume 27:Issue 3(2016)
• Page Start: 406
• Page End: 422
• Publication Date: 2016-07-02
• Subjects: Test motivation -- PISA -- low‐stake tests -- student effort -- gender; Education -- Curricula -- Great Britain -- Periodicals; Curriculum planning -- Great Britain -- Periodicals; 375.00941
• DOI: 10.1080/09585176.2016.1156004
• Languages: English
• ISSNs: 0958-5176

Abstract

ABSTRACT: Do students make their best effort in large‐scale assessment studies such as the Programme for International Student Assessment (PISA)? Despite six cycles of PISA surveys from 2000 to 2015, empirical studies regarding students' test motivation and experience of the tests are sparse. The present study examines students' test motivation in PISA, and how closely students' achievement correlates with students' reported test motivation. A total of 40 students from eight schools that participated in the PISA study in 2006, 2009 and 2012 were interviewed. In addition, questionnaire data from a total of 9400 students who participated in PISA 2009 and 2012 were collected. The findings of this study indicate that students overall were motivated to do their best in the PISA study, despite the fact that these low‐stakes tests have no impact on students' grades or future school entrance. In contrast to claims in the media, where it has been suggested that Norwegian students are more relaxed towards the PISA test than students in other countries, students report that they are motivated to do their best, but girls report significantly higher test motivation than boys. Despite the policy influence of PISA and the large number of countries participating, very few studies have reported findings from students' perspectives regarding their test motivation and experience of the test. The present study aims to fill that gap.