Effects of Extrinsic Motivators on Standardized Test-Taking F ...

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  • Title: Effects of Extrinsic Motivators on Standardized Test-Taking Fidelity of Middle School Special Education Students
  • Author(s): Nikki Rana
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: The Learner
  • Journal Title: The International Journal of Assessment and Evaluation
  • Keywords: Extrinsic Motivators, Special Education, Middle School
  • Volume: 24
  • Issue: 3
  • Date: October 18, 2017
  • ISSN: 2327-7920 (Print)
  • ISSN: 2327-8692 (Online)
  • DOI: https://doi.org/10.18848/2327-7920/CGP/v24i03/1-24
  • Citation: Rana, Nikki. 2017. "Effects of Extrinsic Motivators on Standardized Test-Taking Fidelity of Middle School Special Education Students." The International Journal of Assessment and Evaluation 24 (3): 1-24. doi:10.18848/2327-7920/CGP/v24i03/1-24.
  • Extent: 24 pages

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Abstract

The purpose of this action research was to investigate the effects of extrinsic motivators in improving middle school special education students’ standardized test-taking fidelity. The participants of this study were middle school special education students in grades six, seven, and eight from a public separate school in North Carolina whose students’ disabilities lie in behavior issues. The students were divided into testing groups based on a review of accommodations from their Individualized Education Plans (IEPs). Each student took a total of four standardized tests over a three-day period. Student test-taking fidelity data was collected from test proctors on each day of testing. The data was compared to data collected from benchmark assessments from a prior year. While numerical data suggest that extrinsic motivators may improve test-taking fidelity among these students, the accompanying qualitative survey indicates a large minority of proctors who did not find extrinsic motivators to be of use.