Variation in Respondent Speed and Its Implications: Evidence from an Adaptive Testing Scenario

Autor/inn/en	Domingue, Benjamin W.; Kanopka, Klint; Stenhaug, Ben; Soland, James; Kuhfeld, Megan; Wise, Steve; Piech, Chris
Titel	Variation in Respondent Speed and Its Implications: Evidence from an Adaptive Testing Scenario
Quelle	In: Journal of Educational Measurement, 58 (2021) 3, S.335-363 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Domingue, Benjamin W.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0655
DOI	10.1111/jedm.12291
Schlagwörter	Achievement Tests; Reaction Time; Reading Tests; Accuracy; Adaptive Testing; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Reaktionsvermögen; Lesetest
Abstract	The more frequent collection of response time data is leading to an increased need for an understanding of how such data can be included in measurement models. Models for response time have been advanced, but relatively limited large-scale empirical investigations have been conducted. We take advantage of a large data set from the adaptive NWEA MAP Growth Reading Assessment to shed light on emergent features of response time behavior. We identify two behaviors in particular. The first, response acceleration, is a reduction in response time for responses that occur later in the assessment. We note that such reductions are heterogeneous as a function of estimated ability (lower ability estimates are associated with larger increases in acceleration) and that reductions in response time lead to lower accuracy relative to expectation for lower ability students. The second is within-person variation in the association between time usage and accuracy. Idiosyncratic within-person changes in response time have inconsistent implications for accuracy; in some cases additional response time predicts higher accuracy but in other cases additional response time predicts declines in accuracy. These findings have implications for models that incorporate response time and accuracy. Our approach may be useful in other studies of adaptive testing data. (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