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Response Demands of Reading Comprehension Test Items: A Review of Item Difficulty Modeling Studies
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Ferrara, Steve; Steedle, Jeffrey T.; Frantz, Roger S. – Applied Measurement in Education, 2022
Item difficulty modeling studies involve (a) hypothesizing item features, or item response demands, that are likely to predict item difficulty with some degree of accuracy; and (b) entering the features as independent variables into a regression equation or other statistical model to predict difficulty. In this review, we report findings from 13…
Descriptors: Reading Comprehension, Reading Tests, Test Items, Item Response Theory
Can Culture Be a Salient Predictor of Test-Taking Engagement? An Analysis of Differential Noneffortful Responding on an International College-Level Assessment of Critical Thinking
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Rios, Joseph A.; Guo, Hongwen – Applied Measurement in Education, 2020
The objective of this study was to evaluate whether differential noneffortful responding (identified via response latencies) was present in four countries administered a low-stakes college-level critical thinking assessment. Results indicated significant differences (as large as 0.90 "SD") between nearly all country pairings in the…
Descriptors: Response Style (Tests), Cultural Differences, Critical Thinking, Cognitive Tests
Applying Cognitive Theory to the Human Essay Rating Process
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Finn, Bridgid; Arslan, Burcu; Walsh, Matthew – Applied Measurement in Education, 2020
To score an essay response, raters draw on previously trained skills and knowledge about the underlying rubric and score criterion. Cognitive processes such as remembering, forgetting, and skill decay likely influence rater performance. To investigate how forgetting influences scoring, we evaluated raters' scoring accuracy on TOEFL and GRE essays.…
Descriptors: Epistemology, Essay Tests, Evaluators, Cognitive Processes
Correlates of Rapid-Guessing Behavior in Low-Stakes Testing: Implications for Test Development and Measurement Practice
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Wise, Steven L.; Pastor, Dena A.; Kong, Xiaojing J. – Applied Measurement in Education, 2009
Previous research has shown that rapid-guessing behavior can degrade the validity of test scores from low-stakes proficiency tests. This study examined, using hierarchical generalized linear modeling, examinee and item characteristics for predicting rapid-guessing behavior. Several item characteristics were found significant; items with more text…
Descriptors: Guessing (Tests), Achievement Tests, Correlation, Test Items