GISA assessments use items in the test that can assess how hard participants are trying. This can be measured in the following ways
- Asking the participant about their interest in the material
- Asking the participant about their understanding of the material
- Monitoring the participant’s use of help features

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- GISA Scenarios
- GISA Multimedia and Videos
- GISA Embedded Motivation Assessments

GISA Features

- Defining Motivation in the Reading Assessment
- Motivation in Content
- Embedded Constructed Responses

Ways to Avoid the Challenges Posed by a Lack of Motivation or Engagement

O’Reilly, T. & Sabatini, J. (2013). Reading for understanding: How performance moderators and scenarios impact assessment design. ETS Research Report Series, 2013(2), i–47. https://doi.org/10.1002/j.2333-8504.2013.tb02338.x


Reading for understanding: How performance moderators and scenarios impact assessment design

Questions and tasks in GISA  assessments are designed to simulate practical scenarios where they would be used. Rather than a sequential list of reading material that the participant is tested on independently, reading material is cumulative and can be used by the participant later. 


GISA Scenarios

GISA assessments use videos and multimedia to help participants engage their background knowledge and decrease anxiety. These are used before the reading and response portion of the test. 


GISA Multimedia and Videos

GISA Embedded Motivation Assessments

This method contextualizes motivation rather than quantifying or managing it. In the test itself, motivation and engagement are considered elements of reading comprehension. In this case, the ability to be motivated or engaged is considered an aspect of the participant's reading abilities.  Therefore the validity fo test cannot be challenged by a lack of motivation or engagement. 

Defining Motivation in reading Assessment

The test uses material that is relevant or interesting for the test taker. The goal is to have content that is engaging for readers. The weakness of this approach is that it overlooks the reality that many adults in an academic and unacademic setting must read texts that they do not find interesting. 

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