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Saerys-Foy, Jeffrey E.; LoCasto, Paul C.; Burn, David; Ferranti, Daniella – Discourse Processes: A Multidisciplinary Journal, 2022
According to theories of validation, people routinely check incoming information against prior knowledge during comprehension. On these theories, information is validated if it fits with prior knowledge. Some researchers argue that information needs to be successfully validated before being incorporated into the situation model. We report five…
Descriptors: Fantasy, Reading Rate, Prior Learning, Reading Comprehension
Vanek, Norbert; Tovalovich, Artem – International Journal of Bilingual Education and Bilingualism, 2022
To what extent does emotional reactivity differ when bilinguals process input in their native (L1) or non-native language (L2)? Does the L1 elicit a significantly stronger emotional arousal or can salient second language experience generate comparably strong associations between emotions and the L2? These questions were addressed through two…
Descriptors: Physiology, Vocabulary Development, Plagiarism, Russian
Acosta-Gonzaga, Elizabeth; Walet, Niels R. – Assessment & Evaluation in Higher Education, 2018
This study explores student attitudes to the use of substantive on-line assessments that require mathematical answers. Since there is limited guidance available for their use in a university setting, our goal is to learn what are the important aspects in student acceptance of e-assessments that support learning of mathematical subjects in higher…
Descriptors: Student Attitudes, Evaluation Methods, Computer Assisted Testing, Undergraduate Students
Swerdzewski, Peter J.; Harmes, J. Christine; Finney, Sara J. – Applied Measurement in Education, 2011
Many universities rely on data gathered from tests that are low stakes for examinees but high stakes for the various programs being assessed. Given the lack of consequences associated with many collegiate assessments, the construct-irrelevant variance introduced by unmotivated students is potentially a serious threat to the validity of the…
Descriptors: Computer Assisted Testing, Student Motivation, Inferences, Universities
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
Ferrando, Pere J. – Psicologica: International Journal of Methodology and Experimental Psychology, 2006
This study assessed the hypothesis that the response time to an item increases as the positions of the item and the respondent on the continuum of the trait that is measured draw closer together. This hypothesis has previously been stated by several authors, but so far it does not seem to have been empirically assessed in a rigorous way. A…
Descriptors: Reaction Time, Personality, Effect Size, Item Response Theory