Results from large-scale assessments of academic achievement are key sources of evidence in the development of education policy and reform. The increasing influence of these assessments underscores the need for the results to be valid and reliable. This study investigates possible threats to the validity of reading proficiency assessments by examining the influence of two motivational variables: the interest attributed to the texts students read, and the amount of effort that students invest in undertaking the reading assessment. Using data from Australian pilot assessments and the Programme for International Student Achievement (PISA) this study explores the influence of interest and effort on reading proficiency outcomes and on the conclusions that can be drawn from these assessments.
| Identifer | oai:union.ndltd.org:ADTP/245709 |
| Date | January 2008 |
| Creators | Butler, Jayne Christine |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
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