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    How Representational Pictures Enhance Students’ Performance and Test-Taking Pleasure in Low-Stakes Assessment

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        Abstract

        Abstract. Pictures are often used in standardized educational large-scale assessment (LSA), but their impact on test parameters has received little attention up until now. Even less is known about pictures’ affective effects on students in testing (i.e., test-taking pleasure and motivation). However, such knowledge is crucial for a focused application of multiple representations in LSA. Therefore, this study investigated how adding representational pictures (RPs) to text-based item stems affects (1) item difficulty and (2) students’ test-taking pleasure. An experimental study with N = 305 schoolchildren was conducted, using 48 manipulated parallel science items (text-only vs. text-picture) in a rotated multimatrix design to realize within-subject measures. Students’ general cognitive abilities, reading abilities, and background variables were assessed to consider potential interactions between RPs’ effects and students’ performance. Students also rated their item-solving pleasure for each item. Results from item-response theory (IRT) model comparisons showed that RPs only reduced item difficulty when pictures visualized information mandatory for solving the task, while RPs substantially enhanced students’ test-taking pleasure even when they visualized optional context information. Overall, our findings suggest that RPs have a positive cognitive and affective influence on students’ performance in LSA (i.e., multimedia effect in testing) and should be considered more frequently.

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        The linear logistic test model as an instrument in educational research

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          The functions of multiple representations

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            Low Examinee Effort in Low-Stakes Assessment: Problems and Potential Solutions

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              Author and article information

              Affiliations
              [ 1 ]Leibniz Institute for Science and Mathematics Education, Kiel, Germany
              Author notes
              Marlit Annalena Lindner, Leibniz Institute for Science and Mathematics Education, Olshausenstraße 62, 24118 Kiel, Germany, Tel. +49 431 880 4410, Fax +49 431 880 2629, mlindner@ 123456ipn.uni-kiel.de
              Contributors
              Journal
              jpa
              European Journal of Psychological Assessment
              Hogrefe Publishing
              1015-5759
              2151-2426
              October 7, 2016
              2016
              : -1
              : -1
              : 1-10
              jpa_a000351_-1_1 10.1027/1015-5759/a000351
              Distributed under the Hogrefe OpenMind License (http://dx.doi.org/10.1027/a000001)
              Product
              Self URI (journal-page): https://econtent.hogrefe.com/loi/jpa
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              Original Article

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