Contextual Interference Effects in Early Assessment: Evaluating the Psychometric Benefits of Item Interleaving

Autor/inn/en	Albano, Anthony D.; McConnell, Scott R.; Lease, Erin M.; Cai, Liuhan
Titel	Contextual Interference Effects in Early Assessment: Evaluating the Psychometric Benefits of Item Interleaving
Quelle	5 (2020), Artikel 133 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Context Effect; Test Items; Preschool Children; Computer Assisted Testing; Educational Assessment; Early Childhood Education; Item Response Theory; Test Theory; Psychometrics; Test Reliability + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Education; assessment; Bewertungssystem; Early childhood; Frühkindliche Bildung; Frühpädagogik; Item-Response-Theorie; Testtheorie; Psychometry; Psychometrie; Testreliabilität
Abstract	Research has shown that the context of practice tasks can have a significant impact on learning, with long-term retention and transfer improving when tasks of different types are mixed by interleaving (abcabcabc) compared with grouping together in blocks (aaabbbccc). This study examines the influence of context via interleaving from a psychometric perspective, using educational assessments designed for early childhood. An alphabet knowledge measure consisting of four types of tasks (finding, orienting, selecting, and naming letters) was administered in two forms, one with items blocked by task, and the other with items interleaved and rotating from one task to the next by item. The interleaving of tasks, and thereby the varying of item context, had a negligible impact on mean performance, but led to stronger internal consistency reliability as well as improved item discrimination. Implications for test design and student engagement in educational measurement are discussed. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01