When Should Individual Ability Estimates Be Reported if Rapid Guessing Is Present?

Autor/in	Rios, Joseph A.
Titel	When Should Individual Ability Estimates Be Reported if Rapid Guessing Is Present?
Quelle	In: Applied Measurement in Education, 35 (2022) 3, S.222-236 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rios, Joseph A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2022.2103138
Schlagwörter	Testing; Guessing (Tests); Academic Ability; Scores; Individual Differences; Evaluation Criteria; Test Bias; Probability; Classification; Accuracy + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Erraten; Individueller Unterschied; Testkritik; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Classification system; Klassifikation; Klassifikationssystem
Abstract	Testing programs are confronted with the decision of whether to report individual scores for examinees that have engaged in rapid guessing (RG). As noted by the "Standards for Educational and Psychological Testing," this decision should be based on a documented criterion that determines score exclusion. To this end, a number of heuristic criteria (e.g., exclude all examinees with RG rates of 10%) have been adopted in the literature. Given that these criteria lack strong methodological support, the objective of this simulation study was to evaluate their appropriateness in terms of individual ability estimate and classification accuracy when manipulating both assessment and RG characteristics. The findings provide evidence that employing a common criterion for all examinees may be an ineffective strategy because a given RG percentage may have differing degrees of biasing effects based on test difficulty, examinee ability, and RG pattern. These results suggest that practitioners may benefit from establishing context-specific exclusion criteria that consider test purpose, score use, and targeted examinee trait levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01