Model Meets Reality: Validating a New Behavioral Measure for Test-Taking Effort

Autor/inn/en	Ulitzsch, Esther; Penk, Christiane; von Davier, Matthias; Pohl, Steffi
Titel	Model Meets Reality: Validating a New Behavioral Measure for Test-Taking Effort
Quelle	In: Educational Assessment, 26 (2021) 2, S.104-124 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ulitzsch, Esther) ORCID (von Davier, Matthias) ORCID (Pohl, Steffi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2020.1858786
Schlagwörter	Response Style (Tests); Guessing (Tests); Reaction Time; Measurement Techniques; Validity; Goodness of Fit; Responses; Accuracy; Motivation; College Students; Differences + Suchen Sie Ihr Suchwort? Antwortverhalten; Erraten; Reaktionsvermögen; Messtechnik; Gültigkeit; psychologische; Motivation (psychologisch); Collegestudent; Unterscheiden
Abstract	Identifying and considering test-taking effort is of utmost importance for drawing valid inferences on examinee competency in low-stakes tests. Different approaches exist for doing so. The speed-accuracy+engagement model aims at identifying non-effortful test-taking behavior in terms of nonresponse and rapid guessing based on responses and response times. The model allows for identifying rapid-guessing behavior on the item-by-examinee level whilst jointly modeling the processes underlying rapid guessing and effortful responding. To assess whether the model indeed provides a valid measure of test-taking effort, we investigate: (1) convergent validity with previously developed behavioral as well as self-report measures on guessing behavior and effort; (2) fit within the nomological network of test-taking motivation derived from expectancy-value theory; and (3) ability to detect differences between groups that can be assumed to differ in test-taking effort. Results suggest that the model captures central aspects of non-effortful test-taking behavior. While it does not cover the whole spectrum of non-effortful test-taking behavior, it provides a measure for some aspects of it, in a manner that is less subjective than self-reports. The article concludes with a discussion of implications for the development of behavioral measures of non-effortful test-taking behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01