Animated Videos in Assessment: Comparing Validity Evidence from and Test-Takers' Reactions to an Animated and a Text-Based Situational Judgment Test

Autor/inn/en	Karakolidis, Anastasios; O'Leary, Michael; Scully, Darina
Titel	Animated Videos in Assessment: Comparing Validity Evidence from and Test-Takers' Reactions to an Animated and a Text-Based Situational Judgment Test
Quelle	In: International Journal of Testing, 21 (2021) 2, S.57-79 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karakolidis, Anastasios) ORCID (O'Leary, Michael) ORCID (Scully, Darina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1530-5058
DOI	10.1080/15305058.2021.1916505
Schlagwörter	Animation; Vignettes; Video Technology; Test Format; Test Validity; Culture Fair Tests; Situational Tests; Error of Measurement; Language Proficiency; Reading Comprehension; Native Speakers; Preservice Teachers; Undergraduate Students; Student Reaction; Scores; Foreign Countries; Ireland (Dublin); Greece + Suchen Sie Ihr Suchwort? Testentwicklung; Testvalidität; Situationsansatz; Messfehler; Language skill; Language skills; Sprachkompetenz; Leseverstehen; Muttersprachler; Schülerkritik; Ausland; Griechenland
Abstract	The linguistic complexity of many text-based tests can be a source of construct-irrelevant variance, as test-takers' performance may be affected by factors that are beyond the focus of the assessment itself, such as reading comprehension skills. This experimental study examined the extent to which the use of animated videos, as opposed to written text, could (i) reduce construct-irrelevant variance attributed to language and reading skills and (ii) impact test-takers' reactions to a situational judgment test. The results indicated that the variance attributed to construct-irrelevant factors was lower by 9.5% in the animated version of the test. In addition, those who took the animated test perceived it to be more valid, fair, and enjoyable, than those who took the text-based test. They also rated the language used as less difficult to understand. The implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01