Observing Response Processes with Eye Tracking in International Large-Scale Assessments: Evidence from the OECD PIAAC Assessment

Autor/inn/en	Maddox, Bryan; Bayliss, Andrew P.; Fleming, Piers; Engelhardt, Paul E.; Edwards, S. Gareth; Borgonovi, Francesca
Titel	Observing Response Processes with Eye Tracking in International Large-Scale Assessments: Evidence from the OECD PIAAC Assessment
Quelle	In: European Journal of Psychology of Education, 33 (2018) 3, S.543-558 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maddox, Bryan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-018-0380-2
Schlagwörter	Achievement Tests; Foreign Countries; International Assessment; Adults; Competence; Adult Literacy; Pilot Projects; Eye Movements; Test Items; Item Response Theory; Physiology; Responses; Measurement Techniques; Computer Assisted Testing; Problem Solving; Ability + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Kompetenz; Pilot project; Modellversuch; Pilotprojekt; Augenbewegung; Test content; Testaufgabe; Item-Response-Theorie; Physiologie; Messtechnik; Problemlösen; Fähigkeit; Fertigkeit
Abstract	This paper reports on a pilot study that used eye tracking techniques to make detailed observations of item response processes in the OECD Programme for the International Assessment of Adult Competencies (PIAAC). The lab-based study also recorded physiological responses using measures of pupil diameter and electrodermal activity. The study tested 14 adult respondents as they individually completed the PIAAC computer-based assessment. The eye tracking observations help to fill an 'explanatory gap' by providing data on variation in item response processes that are not captured by other sources of process data such as think aloud protocols or computer-generated log files. The data on fixations and saccades provided detailed information on test item response strategies, enabling profiling of respondent engagement and response processes associated with successful performance. Much of that activity does not include the use of the keyboard and mouse, and involves 'off-screen' use of pen and paper (and calculator) that are not captured by assessment log-files. In conclusion, this paper points toward an important application of eye tracking in large-scale assessments. This includes insights into response processes in new domains such as adaptive problem-solving that aim to identify individuals' ability to select and combine resources from the digital and physical environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01