A Simple Model to Determine the Efficient Duration of Exams

Autor/in	Ellis, Jules L.
Titel	A Simple Model to Determine the Efficient Duration of Exams
Quelle	In: Educational and Psychological Measurement, 81 (2021) 3, S.549-568 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ellis, Jules L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164420963163
Schlagwörter	Test Length; Models; Error of Measurement; Test Theory; Test Reliability; Failure; Probability; Time on Task; Students + Suchen Sie Ihr Suchwort? Analogiemodell; Messfehler; Testtheorie; Testreliabilität; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Zeitaufwand; Student; Schüler; Schülerin; Studentin
Abstract	This study develops a theoretical model for the costs of an exam as a function of its duration. Two kind of costs are distinguished: (1) the costs of measurement errors and (2) the costs of the measurement. Both costs are expressed in time of the student. Based on a classical test theory model, enriched with assumptions on the context, the costs of the exam can be expressed as a function of various parameters, including the duration of the exam. It is shown that these costs can be minimized in time. Applied in a real example with reliability 0.80, the outcome is that the optimal exam time would be much shorter and would have reliability 0.675. The consequences of the model are investigated and discussed. One of the consequences is that optimal exam duration depends on the study load of the course, all other things being equal. It is argued that it is worthwhile to investigate empirically how much time students spend on preparing for resits. Six variants of the model are distinguished, which differ in their weights of the errors and in the way grades affect how much time students study for the resit. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01