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<p>In line with multidimensional educational goals, mathematics teaching targets both standards-based competencies and motivational-affective outcomes (enjoyment and interest in mathematics, instrumental motivation). We examined exam tasks as learning and assessment opportunities, focusing on (a)&#xa0;alignment with process-related competencies specified in the educational standards and (b)&#xa0;their motivational potential. Using data from PISA 2022 and the German PISA-Ceco study, we analyzed exam task units (<i>N</i> = 1395) and linked task characteristics to multidimensional student outcomes in multilevel models (<i>N</i> = 519 students, <i>N</i> = 32&#xa0;classes), differentiated by Gymnasium and lower school tracks (LST). Across school tracks, exam tasks largely reflected (a)&#xa0;Subject Knowledge and Subject Methods, whereas (b)&#xa0;motivational potential was only weakly represented. In the multilevel models, exam task characteristics were not related to students’ motivational outcomes. Associations emerged only for mathematics competence and differed by track: Subject Methods was positively associated with competence in LST but negatively in Gymnasium; motivational potential showed a&#xa0;negative relation in LST. Exploratory follow-up analyses within LST further examined whether combinations of task characteristics might underlie this track-specific pattern.</p>

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Standard-oriented exam task characteristics and their relations to multidimensional student outcomes in mathematics

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年8月4日

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  • Pia Todtenhöfer,
  • Anja Schiepe-Tiska,
  • Frank Reinhold,
  • Mirjam Weis,
  • Doris Lewalter

摘要

In line with multidimensional educational goals, mathematics teaching targets both standards-based competencies and motivational-affective outcomes (enjoyment and interest in mathematics, instrumental motivation). We examined exam tasks as learning and assessment opportunities, focusing on (a) alignment with process-related competencies specified in the educational standards and (b) their motivational potential. Using data from PISA 2022 and the German PISA-Ceco study, we analyzed exam task units (N = 1395) and linked task characteristics to multidimensional student outcomes in multilevel models (N = 519 students, N = 32 classes), differentiated by Gymnasium and lower school tracks (LST). Across school tracks, exam tasks largely reflected (a) Subject Knowledge and Subject Methods, whereas (b) motivational potential was only weakly represented. In the multilevel models, exam task characteristics were not related to students’ motivational outcomes. Associations emerged only for mathematics competence and differed by track: Subject Methods was positively associated with competence in LST but negatively in Gymnasium; motivational potential showed a negative relation in LST. Exploratory follow-up analyses within LST further examined whether combinations of task characteristics might underlie this track-specific pattern.