Assessing Preknowledge Cheating via Innovative Measures: A Multiple-Group Analysis of Jointly Modeling Item Responses, Response Times, and Visual Fixation Counts

Autor/inn/en	Man, Kaiwen; Harring, Jeffrey R.
Titel	Assessing Preknowledge Cheating via Innovative Measures: A Multiple-Group Analysis of Jointly Modeling Item Responses, Response Times, and Visual Fixation Counts
Quelle	In: Educational and Psychological Measurement, 81 (2021) 3, S.441-465 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Man, Kaiwen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164420968630
Schlagwörter	Cheating; Item Response Theory; Reaction Time; Eye Movements; Behavior Patterns; Test Items; Bayesian Statistics; Statistical Analysis + Suchen Sie Ihr Suchwort? Prellen; Item-Response-Theorie; Reaktionsvermögen; Augenbewegung; Test content; Testaufgabe; Statistische Analyse
Abstract	Many approaches have been proposed to jointly analyze item responses and response times to understand behavioral differences between normally and aberrantly behaved test-takers. Biometric information, such as data from eye trackers, can be used to better identify these deviant testing behaviors in addition to more conventional data types. Given this context, this study demonstrates the application of a new method for multiple-group analysis that concurrently models item responses, response times, and visual fixation counts collected from an eye-tracker. It is hypothesized that differences in behavioral patterns between normally behaved test-takers and those who have different levels of preknowledge about the test items will manifest in latent characteristics of the different data types. A Bayesian estimation scheme is used to fit the proposed model to experimental data and the results are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01