Investigating the Effect of Item Position in Computer-Based Tests

Autor/inn/en	Li, Feiming; Cohen, Allan; Shen, Linjun
Titel	Investigating the Effect of Item Position in Computer-Based Tests
Quelle	In: Journal of Educational Measurement, 49 (2012) 4, S.362-379 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0655
DOI	10.1111/j.1745-3984.2012.00181.x
Schlagwörter	Computer Assisted Testing; Test Items; Item Response Theory; Models; Reaction Time; Licensing Examinations (Professions); Difficulty Level + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Item-Response-Theorie; Analogiemodell; Reaktionsvermögen; Schwierigkeitsgrad
Abstract	Computer-based tests (CBTs) often use random ordering of items in order to minimize item exposure and reduce the potential for answer copying. Little research has been done, however, to examine item position effects for these tests. In this study, different versions of a Rasch model and different response time models were examined and applied to data from a CBT administration of a medical licensure examination. The models specifically were used to investigate whether item position affected item difficulty and item intensity estimates. Results indicated that the position effect was negligible. (Contains 3 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10