第十三辑：Educational Researcher 41卷9期文章

1. Measuring Learning Outcomes in Higher Education: Motivation Matters

Author: Ou Lydia Liu, Brent Bridgeman and Rachel M. Adler

Source: Educational Researcher, 2012, 41(9): 352-362

Abstract:With the pressing need for accountability in higher education, standardized outcomes assessments have been widely used to evaluate learning and inform policy. However, the critical question on how scores are influenced by students’ motivation has been insufficiently addressed. Using random assignment, we administered a multiple-choice test and an essay across three motivational conditions. Students’ self-report motivation was also collected. Motivation significantly predicted test scores. A substantial performance gap emerged between students in different motivational conditions (effect size as large as .68). Depending on the test format and condition, conclusions about college learning gain (i.e., value added) varied dramatically from substantial gain (d = 0.72) to negative gain (d = −0.23). The findings have significant implications for higher education stakeholders at many levels. 

中文题目：对高等教育学习结果的测量：动机很重要

中文摘要：在社会对高等教育义务和责任的迫切需求下，标准化的学习结果评价已在促进学习和完善政策中得到了广泛的应用。然而，分数如何影响学生学习动机这一至关重要的问题并没有得到充分关注。利用随机分配，我们安排了一项反映了三种动机情境的多项选择测验，并获得学生自我报告的学习动机。学习动机显著地预测了测验分数。不同动机情境的学生在实际表现中存在差异（实际效应尺度达到0.68）。根据本测验的格式和条件，对于高校学习所得（如增值）的结论存在很大差异，从实际增长(d = 0.72)到负增长(d = −0.23)。研究结论对高等教育不同层面的利益相关者都产生了重大影响。