A Polytomous Scoring Approach to Handle Not-Reached Items in Low-Stakes Assessments

Autor/inn/en	Gorgun, Guher; Bulut, Okan
Titel	A Polytomous Scoring Approach to Handle Not-Reached Items in Low-Stakes Assessments
Quelle	In: Educational and Psychological Measurement, 81 (2021) 5, S.847-871 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gorgun, Guher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164421991211
Schlagwörter	Scoring; Test Items; Response Style (Tests); Mathematics Tests; Accuracy; Reaction Time; Grade 2; Grade 3; Elementary School Students; Goodness of Fit; Error of Measurement; Computation; Correlation; Statistical Bias + Suchen Sie Ihr Suchwort? Bewertung; Test content; Testaufgabe; Antwortverhalten; Reaktionsvermögen; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Messfehler; Korrelation
Abstract	In low-stakes assessments, some students may not reach the end of the test and leave some items unanswered due to various reasons (e.g., lack of test-taking motivation, poor time management, and test speededness). Not-reached items are often treated as incorrect or not-administered in the scoring process. However, when the proportion of not-reached items is high, these traditional approaches may yield biased scores and thereby threatening the validity of test results. In this study, we propose a polytomous scoring approach for handling not-reached items and compare its performance with those of the traditional scoring approaches. Real data from a low-stakes math assessment administered to second and third graders were used. The assessment consisted of 40 short-answer items focusing on addition and subtraction. The students were instructed to answer as many items as possible within 5 minutes. Using the traditional scoring approaches, students' responses for not-reached items were treated as either not-administered or incorrect in the scoring process. With the proposed scoring approach, students' nonmissing responses were scored polytomously based on how accurately and rapidly they responded to the items to reduce the impact of not-reached items on ability estimation. The traditional and polytomous scoring approaches were compared based on several evaluation criteria, such as model fit indices, test information function, and bias. The results indicated that the polytomous scoring approaches outperformed the traditional approaches. The complete case simulation corroborated our empirical findings that the scoring approach in which nonmissing items were scored polytomously and not-reached items were considered not-administered performed the best. Implications of the polytomous scoring approach for low-stakes assessments were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01