Comparing Test-Taking Behaviors of English Language Learners (ELLs) to Non-ELL Students: Use of Response Time in Measurement Comparability Research. Research Report. ETS RR-21-25

Autor/inn/en	Guo, Hongwen; Ercikan, Kadriye
Titel	Comparing Test-Taking Behaviors of English Language Learners (ELLs) to Non-ELL Students: Use of Response Time in Measurement Comparability Research. Research Report. ETS RR-21-25
Quelle	In: ETS Research Report Series, (2021), (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Test Wiseness; English Language Learners; Reaction Time; Mathematics Tests; Scores; Test Items; Item Response Theory; Performance Factors; Difficulty Level + Suchen Sie Ihr Suchwort? Reaktionsvermögen; Test content; Testaufgabe; Item-Response-Theorie; Leistungsindikator; Schwierigkeitsgrad
Abstract	In this report, we demonstrate use of differential response time (DRT) methodology, an extension of differential item functioning methodology, for examining differences in how students from different backgrounds engage with assessment tasks. We analyze response time data from a digitally delivered mathematics assessment to examine timing differences between English language learner (ELL) and non-ELL student groups. When matched on the total sum scores of the studied item form, results showed that ELLs spent a significantly longer time on most items compared to the non-ELLs who performed similarly on the test form. When matched on the total response time, results showed that ELL students spent a significantly longer time on items in the first half of the form but a shorter time on items in the second half. This research demonstrates the usefulness of DRT methodology in gaining insights about the differential engagement of students with assessment tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01