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. 

Motivation in Reading Assessment Content

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

GISA Embedded Motivation Assessments

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

San Jose State University

Reading tests require that participants offer a necessary amount of effort to read and understand a text and then answer questions or perform tasks to demonstrate their comprehension. 

Motivation and Engagement in Reading Comprehension

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

A participant that is not motivated or engaged will likely not offer the adequate effort to read and understand a text or perform the test activities in a way that reflects there reading abilities. The results of the test will likely reflect their lack of motivation or engagement rather that their capacity to read and understand a text. 

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