Test strategies and test motivation: The experience of participation in national reading test for four 9th graders
| Autor: | Ragnar Arntzen, Jannicke Karlsen, Ulf Rune Andreassen, Bjørn Harald Kvifte |
|---|---|
| Jazyk: | Bokmål, Norwegian; Norwegian Bokmål |
| Rok vydání: | 2019 |
| Předmět: |
Flerspråklige elever
ungdomstrinnet nasjonale prøver i lesing lcsh:P101-410 test motivation national reading tests lesevaner reading habits lcsh:Education (General) lcsh:Language. Linguistic theory. Comparative grammar teststrategier Test (assessment) testmotivasjon test strategies Samfunnsvitenskap: 200::Pedagogiske fag: 280 [VDP] Pedagogy multilingual students lcsh:L7-991 Psychology lower secondary school |
| Zdroj: | Nordic Journal of Literacy Research Nordic Journal of Literacy Research, Vol 5, Iss 2, Pp 79-99 (2019) |
| Popis: | Denne studien bygger pa intervjuer med fire flerspraklige elever om deres deltakelse pa nasjonal prove i lesing pa 9. trinn. Intervjuene fokuserte pa temaene testmotivasjon og teststrategier under gjennomforingen av leseproven. Gjennom samtalene fant vi at elevene var motiverte for a delta pa proven selv om resultatene pa denne ikke gav utslag pa karakterene. De som skaret hoyt sa ut til a bruke et bredere register av teststrategier enn de elevene som skaret lavt. Elevenes opplevelser, erfaringer og refleksjoner rundt testmotivasjon og teststrategier komplementerer den kunnskapen vi har om nasjonale leseprover siden det fins fa kvalitative studier om elevers egne perspektiver pa testmotivasjon og teststrategier og ingen om den gruppen elever vi studerer. ABSTRACT Test strategies and test motivation: The experience of participation in national reading test for four 9th graders The current study examines the experiences and reflections of four multilingual students’ participation in the national reading test in 9th grade using interviews. The interviews focused on test motivation and test strategies when conducting the reading test. We found that the students were motivated to participate, even though the test results did not have consequences for their grades. The high performing students seemed to use a broader register of test strategies than the low performing. The students’ experiences and reflections about test motivation and test strategies complement our knowledge of national test-participation since there are few qualitative studies of students’ own perspectives on motivation and test (taking) strategies and no studies on the group of students we examine. |
| Databáze: | OpenAIRE |
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