Modeling Item Revisit Behavior: The Hierarchical Speed–Accuracy–Revisits Model.
This article presents a new approach to the analysis of how students answer tests and how they allocate resources in terms of time on task and revisiting previously answered questions. Previous research has shown that in high-stakes assessments, most test takers do not end the testing session early,...
| Publicado en: | Educational & Psychological Measurement Vol. 81; no. 2; pp. 363 - 388 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Sage Publications Inc.
Apr2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=148801349&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 148801349 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00131644 EPM jtl: Educational & Psychological Measurement issn: 00131644 maglogo: Y pubinfo: dt: Apr2021 vid: 81 iid: 2 pid: 344 pub: Sage Publications Inc. artinfo: ui: 148801349 10.1177/0013164420950556 ppf: 363 ppct: 25 formats: tig: atl: Modeling Item Revisit Behavior: The Hierarchical Speed–Accuracy–Revisits Model. aug: au: Bezirhan, Ummugul von Davier, Matthias Grabovsky, Irina affil: Teachers College, Columbia University, New York, NY, USA Boston College, Chestnut Hill, MA, USA National Board of Medical Examiners, Philadelphia, PA, USA su: Behavior Educational tests & measurements Students Task performance Statistical correlation Mathematical models Statistics Theory Data analysis Descriptive statistics Analytic hierarchy process sug: subj: Behavior Educational tests & measurements Students Task performance Statistical correlation Mathematical models Statistics Theory Data analysis Descriptive statistics Analytic hierarchy process keyword: hierarchical modeling item revisits Rasch Poisson counts model response time hierarchical modeling item revisits Rasch Poisson counts model response time ab: This article presents a new approach to the analysis of how students answer tests and how they allocate resources in terms of time on task and revisiting previously answered questions. Previous research has shown that in high-stakes assessments, most test takers do not end the testing session early, but rather spend all of the time they were assigned to take the test. Rather than being an indication of speededness, this was found to be caused by test takers' tendency to revisit previous items even if they already provided answers to all questions. In accordance with this information, the proposed approach models revisit patterns simultaneously with responses and response times to gain a better understanding of the relationship between speed, ability, and revisit tendency. The empirical data analysis revealed that examinees' tendency to revisit items was strongly related to their speed and subgroups of examinees displayed different test-taking behaviors. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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