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Assessing speededness in computer-ba...

Schnipke, Deborah L.

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Assessing speededness in computer-based tests using item response times.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Assessing speededness in computer-based tests using item response times./
Author:	Schnipke, Deborah L.
Description:	205 p.
Notes:	Source: Dissertation Abstracts International, Volume: 57-01, Section: B, page: 0759.
Contained By:	Dissertation Abstracts International57-01B.
Subject:	Psychology, Psychometrics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9617600

Assessing speededness in computer-based tests using item response times.
Schnipke, Deborah L.

Assessing speededness in computer-based tests using item response times. - 205 p.

Source: Dissertation Abstracts International, Volume: 57-01, Section: B, page: 0759.

Thesis (Ph.D.)--The Johns Hopkins University, 1996.

Speededness refers to the extent that speed (rate of work) affects test scores on tests that are not intended to be affected by time. On speeded tests, some examinees do not finish all of the items on the test. Other examinees rapidly mark answers as time expires in the hopes of getting some of the items right by chance. Traditional speededness indices focus on the number of unreached items. Examinees who rapidly mark answers will not have unanswered (unreached) items and therefore are not considered speeded in traditional measures of speededness. To obtain an accurate measure of speededness, examinees who rapidly guess on items need to be included in the estimate of speededness. Examinees who rapidly guess on some items will have very fast response times on those items, and the responses will be at or near chance levels of accuracy. Item response times, in conjunction with accuracy rates, can be used to identify these examinees and provide a more rigorous measure of speededness than has previously been available. Analyses based on item response time distributions in the Graduate Record Examinations (GRE) General Test indicate that many examinees do rapidly guess on items in the analytical sections, and to a lesser extent on items in the quantitative and verbal sections. The analytical sections are shown to be much more speeded than traditional measures of speededness indicate. Removing rapid guesses should allow more accurate estimates of item parameters on speeded items and may also provide better ability estimates for examinees.Subjects--Topical Terms:

1017742
Psychology, Psychometrics.

Assessing speededness in computer-based tests using item response times.
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100 1 $a Schnipke, Deborah L. $3 1935159
245 1 0 $a Assessing speededness in computer-based tests using item response times.
300 $a 205 p.
500 $a Source: Dissertation Abstracts International, Volume: 57-01, Section: B, page: 0759.
500 $a Adviser: Bert F. Green.
502 $a Thesis (Ph.D.)--The Johns Hopkins University, 1996.
520 $a Speededness refers to the extent that speed (rate of work) affects test scores on tests that are not intended to be affected by time. On speeded tests, some examinees do not finish all of the items on the test. Other examinees rapidly mark answers as time expires in the hopes of getting some of the items right by chance. Traditional speededness indices focus on the number of unreached items. Examinees who rapidly mark answers will not have unanswered (unreached) items and therefore are not considered speeded in traditional measures of speededness. To obtain an accurate measure of speededness, examinees who rapidly guess on items need to be included in the estimate of speededness. Examinees who rapidly guess on some items will have very fast response times on those items, and the responses will be at or near chance levels of accuracy. Item response times, in conjunction with accuracy rates, can be used to identify these examinees and provide a more rigorous measure of speededness than has previously been available. Analyses based on item response time distributions in the Graduate Record Examinations (GRE) General Test indicate that many examinees do rapidly guess on items in the analytical sections, and to a lesser extent on items in the quantitative and verbal sections. The analytical sections are shown to be much more speeded than traditional measures of speededness indicate. Removing rapid guesses should allow more accurate estimates of item parameters on speeded items and may also provide better ability estimates for examinees.
590 $a School code: 0098.
650 4 $a Psychology, Psychometrics. $3 1017742
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Tests and Measurements. $3 1017589
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710 2 0 $a The Johns Hopkins University. $3 1017431
773 0 $t Dissertation Abstracts International $g 57-01B.
790 1 0 $a Green, Bert F., $e advisor
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791 $a Ph.D.
792 $a 1996
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