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Model Meets Reality: Validating a New Behavioral Measure for Test-Taking Effort
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Ulitzsch, Esther; Penk, Christiane; von Davier, Matthias; Pohl, Steffi – Educational Assessment, 2021
Identifying and considering test-taking effort is of utmost importance for drawing valid inferences on examinee competency in low-stakes tests. Different approaches exist for doing so. The speed-accuracy+engagement model aims at identifying non-effortful test-taking behavior in terms of nonresponse and rapid guessing based on responses and…
Descriptors: Response Style (Tests), Guessing (Tests), Reaction Time, Measurement Techniques
The Relationship between Differences in Students' Computer and Information Literacy and Response Times: An Analysis of IEA-ICILS Data
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Heldt, Melanie; Massek, Corinna; Drossel, Kerstin; Eickelmann, Birgit – Large-scale Assessments in Education, 2020
Background: Due to the increasing use of information and communication technology, computer-related skills are important for all students in order to participate in the digital age (Fraillon, J., Ainley, J., Schulz, W., Friedman, T. & Duckworth, D. (2019). "Preparing for life in a digital world: IEA International Computer and Information…
Descriptors: Computer Literacy, Information Literacy, Reaction Time, Differences
How Much Time Do Adults Spend on the PIAAC Assessment and Why Does It Matter? Adult Skills in Focus. No. 10
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OECD Publishing, 2019
Log files from computer-based assessment can help better understand respondents' behaviours and cognitive strategies. Analysis of timing information from Programme for the International Assessment of Adult Competencies (PIAAC) reveals large differences in the time participants take to answer assessment items, as well as large country differences…
Descriptors: Adults, Computer Assisted Testing, Test Items, Reaction Time
Test-Taking Engagement in PIAAC. OECD Education Working Papers, No. 133
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Goldhammer, Frank; Martens, Thomas; Christoph, Gabriela; Lüdtke, Oliver – OECD Publishing, 2016
In this study, we investigated how empirical indicators of test-taking engagement can be defined, empirically validated, and used to describe group differences in the context of the Programme of International Assessment of Adult Competences (PIAAC). The approach was to distinguish between disengaged and engaged response behavior by means of…
Descriptors: International Assessment, Adults, Response Style (Tests), Reaction Time
Evaluating Computer-Based Test Accommodations for English Learners
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Roohr, Katrina Crotts; Sireci, Stephen G. – Educational Assessment, 2017
Test accommodations for English learners (ELs) are intended to reduce the language barrier and level the playing field, allowing ELs to better demonstrate their true proficiencies. Computer-based accommodations for ELs show promising results for leveling that field while also providing us with additional data to more closely investigate the…
Descriptors: Testing Accommodations, English Language Learners, Second Language Learning, Computer Assisted Testing
Differences in Reaction to Immediate Feedback and Opportunity to Revise Answers for Multiple-Choice and Open-Ended Questions
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Attali, Yigal; Laitusis, Cara; Stone, Elizabeth – Educational and Psychological Measurement, 2016
There are many reasons to believe that open-ended (OE) and multiple-choice (MC) items elicit different cognitive demands of students. However, empirical evidence that supports this view is lacking. In this study, we investigated the reactions of test takers to an interactive assessment with immediate feedback and answer-revision opportunities for…
Descriptors: Test Items, Questioning Techniques, Differences, Student Reaction