Patterns of Solution Behavior across Items in Low-Stakes Assessments

Autor/inn/en	Pastor, Dena A.; Ong, Thai Q.; Strickman, Scott N.
Titel	Patterns of Solution Behavior across Items in Low-Stakes Assessments
Quelle	In: Educational Assessment, 24 (2019) 3, S.189-212 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2019.1615373
Schlagwörter	Behavior Patterns; Test Items; Time; Response Style (Tests); Motivation; Change; Undergraduate Students; College Outcomes Assessment; Gender Differences; Context Effect; Multivariate Analysis + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Zeit; Antwortverhalten; psychologische; Motivation (psychologisch); Wandel; Geschlechterkonflikt; Multivariate Analyse
Abstract	The trustworthiness of low-stakes assessment results largely depends on examinee effort, which can be measured by the amount of time examinees devote to items using solution behavior (SB) indices. Because SB indices are calculated for each item, they can be used to understand how examinee motivation changes across items within a test. Latent class analysis (LCA) was used with the SB indices from three low-stakes assessments to explore patterns of solution behavior across items. Across tests, the favored models consisted of two classes, with Class 1 characterized by high and consistent solution behavior (>90% of examinees) and Class 2 by lower and less consistent solution behavior (<10% of examinees). Additional analyses provided supportive validity evidence for the two-class solution with notable differences between classes in self-reported effort, test scores, gender composition, and testing context. Although results were generally similar across the three assessments, striking differences were found in the nature of the solution behavior pattern for Class 2 and the ability of item characteristics to explain the pattern. The variability in the results suggests motivational changes across items may be unique to aspects of the testing situation (e.g., content of the assessment) for less motivated examinees. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01