Using Retest Data to Evaluate and Improve Effort-Moderated Scoring

Autor/inn/en	Wise, Steven L.; Kuhfeld, Megan R.
Titel	Using Retest Data to Evaluate and Improve Effort-Moderated Scoring
Quelle	In: Journal of Educational Measurement, 58 (2021) 1, S.130-149 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0655
DOI	10.1111/jedm.12275
Schlagwörter	Scoring; Data Use; Response Style (Tests); Guessing (Tests); Achievement Tests + Suchen Sie Ihr Suchwort? Bewertung; Antwortverhalten; Erraten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	There has been a growing research interest in the identification and management of disengaged test taking, which poses a validity threat that is particularly prevalent with low-stakes tests. This study investigated effort-moderated (E-M) scoring, in which item responses classified as rapid guesses are identified and excluded from scoring. Using achievement test data composed of test takers who were quickly retested and showed differential degrees of disengagement, three basic findings emerged. First, standard E-M scoring accounted for roughly one-third of the score distortion due to differential disengagement. Second, a modified E-M scoring method that used more liberal time thresholds performed better--accounting for two-thirds or more of the distortion. Finally, the inability of E-M scoring to account for all of the score distortion suggests the additional presence of nonrapid item responses that reflect less-than-full engagement by some test takers. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01