Understanding Examinees' Item Responses through Cognitive Modeling of Response Accuracy and Response Times

Autor/in	Embretson, Susan
Titel	Understanding Examinees' Item Responses through Cognitive Modeling of Response Accuracy and Response Times
Quelle	In: Large-scale Assessments in Education, 11 (2023), Artikel 9 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Embretson, Susan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40536-023-00158-8
Schlagwörter	Cognitive Processes; Test Validity; Item Response Theory; Test Wiseness; Scores; Responses; Reaction Time; Response Style (Tests); Accuracy + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Testvalidität; Item-Response-Theorie; Reaktionsvermögen; Antwortverhalten
Abstract	Understanding the cognitive processes, skills and strategies that examinees use in testing is important for construct validity and score interpretability. Although response processes evidence has long been included as an important aspect of validity (i.e., "Standards for Educational and Psychological Tests," 1999), relevant studies are often lacking, especially in large scale educational and psychological testing. An important method for studying response processes involves explanatory mathematical modeling of item responses and item response times from variables that represent sources of cognitive complexity. For many item types, examinees may differ in strategies applied to responding to items. Mixture class item response theory models can identify latent classes of examinees with different processes, skills and strategies based on their pattern of item responses. This study will illustrate the use of response times in conjunction with explanatory item response theory models and mixture models, to provide information relevant to test validity and, hence, to score interpretations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01