Journal Article10.1207/S15324818AME1003_5
Humor in Educational Testing: A Review and Discussion
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TL;DR: In this article, the effects of humor in testing were reviewed using performance and self-report criteria, and no supporting main effects were found, however, researchers found interactions with anxiety, gender, stress instructions, and humor appreciation.
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Abstract: Studies including humor in testing were reviewed using performance and self-report criteria. With effects of humor judged using performance (test score) criteria, no supporting main effects were found. However, researchers found interactions with anxiety, gender, stress instructions, and humor appreciation. Humor affected students' perceptions of testing; with self-report criteria, there were supportive main effects and an interaction with humor type and field independence. Findings are discussed in terms of the construct of humor, humor type, format, and criteria measures. Additional topics for discussion include interactions, receiving a humor treatment, problematical subgroups, and implications for research and practice. Would testing be more humane with humor included? Test developers might consider including humor in tests, especially under certain conditions.
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References
Effects of humor and test anxiety on performance, worry, and emotionality in naturally occurring exams.
TL;DR: For example, the authors found that worry is more important than emotionality for the highly test-anxious (HA) working under stress, and that when the common variance between worry and emotionality is controlled, the partial correlation between anxiety and performance should be more negative than the partial between emotionality and performance.
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Influence of trait anxiety on perception of humor.
TL;DR: Results were contrary to prediction; an inverse relation between anxiety and appreciation of humor obtained.
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