Parameter linking in item response theory is generally necessary to adjust for differences between the true values for the same item and ability parameters due to the use of different identifiability restrictions in different calibrations. The research reported in this article explores a precision-weighted (PW) approach to the problem of…

The extent to which a test's time limit alters a test taker's performance is known as speededness. The manifestation of speededness, or speeded behavior on a test, can be in the form of random guessing, leaving a substantial proportion of test items unanswered, or rushed test-taking behavior in general. Speeded responses do not depend solely on a…

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…

The appropriateness of guess and check as a problem-solving strategy has been debated. This qualitative study examines the use of guess and check by middle-grades students to solve linear systems of equations. Students' reasoning is examined within the number sequences framework, which is based in part on students' units coordination. Only…

Multiple choice results are inherently probabilistic outcomes, as correct responses reflect a combination of knowledge and guessing, while incorrect responses additionally reflect blunder, a confidently committed mistake. To objectively resolve knowledge from responses in an MC test structure, we evaluated probabilistic models that explicitly…

This study investigated the impact of students' test-taking effort on their growth estimates in reading. The sample consisted of 7,602 students (Grades 1 to 4) in the United States who participated in the fall and spring administrations of a computer-based reading assessment. First, a new response dataset was created by flagging both…

A high percentage of bachelor test-takers who failed the unified entrance examination test in 2021 demonstrated the lack of adequate reading strategies such as contextual guessing for improving exam performance. The study aims at evaluating the use of contextual guessing strategy during extra-curriculum EFL classes as a way to improve students'…

This study aims to examine the effects of mixture item response theory (IRT) models on item parameter estimation and classification accuracy under different conditions. The manipulated variables of the simulation study are set as mixture IRT models (Rasch, 2PL, 3PL); sample size (600, 1000); the number of items (10, 30); the number of latent…

Successfully retrieving information protects it against later forgetting. Failed retrieval attempts are also beneficial if followed by study of corrective feedback. To explain both of these findings, researchers have proposed the "mediation hypothesis." In the case of learning from corrective feedback, initial errors may serve as…

This study examines and compares four person-fit statistics (PFSs) in the framework of the "D"- scoring method (DSM): (a) van der Flier's "U3" statistic; (b) "Ud" statistic, as a modification of "U3" under the DSM; (c) "Zd" statistic, as a modification of the "Z3 (l[subscript z])"…

Disengaged test taking tends to be most prevalent with low-stakes tests. This has led to questions about the validity of aggregated scores from large-scale international assessments such as PISA and TIMSS, as previous research has found a meaningful correlation between the mean engagement and mean performance of countries. The current study, using…

This article explores the issue of identifying guessers -- with a specific focus on multiple-choice tests. Guessing has long been considered a problem due to the fact that it compromises validity. A test taker scoring higher than they should through guessing does not provide a picture of their actual ability. After an initial description of issues…

Both the statistical and interpretational shortcomings of the three-parameter logistic (3PL) model in accommodating guessing effects on multiple-choice items are well documented. We consider the use of a residual heteroscedasticity (RH) model as an alternative, and compare its performance to the 3PL with real test data sets and through simulation…

The goal of the present study was to address the analytical complexity of incorporating responses and response times through applying the Jeon and De Boeck mixture item response theory model in Mplus 8.7. Using both simulated and real data, we attempt to identify subgroups of responders that are rapid guessers or engage knowledge retrieval…

The study investigated items that were prone to guessing in Senior School Certificate Examinations (SSCE) Economics multiple-choice tests among students in Kwara State, Nigeria. The 2016 West African Senior Secondary Certificate Examinations (WASSCE) and National Examinations Council (NECO) Economics multiple-choice test items were subjected to…