Literaturnachweis - Detailanzeige
| Autor/inn/en | Moon, Jung Aa; Keehner, Madeleine; Katz, Irvin R. |
|---|---|
| Titel | Test Takers' Response Tendencies in Alternative Item Formats: A Cognitive Science Approach |
| Quelle | In: Educational Assessment, 25 (2020) 3, S.236-250 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Moon, Jung Aa) ORCID (Katz, Irvin R.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1062-7197 |
| DOI | 10.1080/10627197.2020.1804350 |
| Schlagwörter | College Students; Test Wiseness; Test Format; Test Items; Mathematics Tests; Multiple Choice Tests; Objective Tests; Affordances; Bias; Cognitive Processes; Cognitive Science; Scores |
| Abstract | We investigated how item formats influence test takers' response tendencies under uncertainty. Adult participants solved content-equivalent math items in three formats: multiple-selection multiple-choice, grid with forced-choice (true-false) options, and grid with non-forced-choice options. Participants showed a greater tendency to commit (rather than omit) responses in the grid items, in both forced-choice and non-forced-choice types, compared to the multiple-selection multiple-choice items. These findings relate to the theoretical framework of affordances, which predicts that the design of interactive artifacts can shape one's perception of action opportunities. The results of a signal detection analysis provided additional evidence that the item formats affected participants' response bias. The current research suggests that cognitive science principles could provide an in-depth understanding of test takers' cognition in new item formats. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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