Carlos Zerpa
Biographic Data
| ID | 8584283 |
|---|---|
| NAME | Carlos Zerpa |
| GIVEN NAMES | Carlos |
| FAMILY NAME | Zerpa |
| SIGNATURE | ZERPA C |
| VERIFIED | No |
| TOTAL WORKS | 1 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 1 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 0 |
Modeling Student Motivation and Students’ Ability Estimates From a Large-Scale Assessment of Mathematics
When large-scale assessments (LSA) do not hold personal stakes for students, students may not put forth their best effort. Low-effort examinee behaviors (e.g., guessing, omitting items) result in an underestimate of examinee abilities, which is a concern when using results of LSA to inform educational policy and planning. The purpose of this study was to explore the relationship between examinee motivation as defined by expectancy-value theory, s…
No prominent works on this page.
Modeling Student Motivation and Students’ Ability Estimates From a Large-Scale Assessment of Mathematics
When large-scale assessments (LSA) do not hold personal stakes for students, students may not put forth their best effort. Low-effort examinee behaviors (e.g., guessing, omitting items) result in an underestimate of examinee abilities, which is a concern when using results of LSA to inform educational policy and planning. The purpose of this study was to explore the relationship between examinee motivation as defined by expectancy-value theory, s…
Education, Achievement, and Giftedness (1 work) · Expectancy theory (1 work) · Innovative Teaching and Learning Methods (1 work) · Mathematics (1 work) · Mathematics education (1 work) · Multilevel model (1 work) · Psychology (1 work) · Social Psychology (1 work) · Statistics (1 work) · Student Assessment and Feedback (1 work)