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Test speededness and cognitive style...

University of California, Santa Barbara., Education.

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Test speededness and cognitive styles: A study using a CAT version of the SAT.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Test speededness and cognitive styles: A study using a CAT version of the SAT./
Author:	Schlemer, Lizabeth Thompson.
Description:	129 p.
Notes:	Adviser: Rebecca Zwick.
Contained By:	Dissertation Abstracts International68-10A.
Subject:	Education, Tests and Measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3283717
ISBN:	9780549269151

Test speededness and cognitive styles: A study using a CAT version of the SAT.
Schlemer, Lizabeth Thompson.

Test speededness and cognitive styles: A study using a CAT version of the SAT. - 129 p.

Adviser: Rebecca Zwick.

Thesis (Ph.D.)--University of California, Santa Barbara, 2007.

Are some individuals slower at answering test questions than others? If so, are these individuals penalized in a timed testing situation? If there are individuals who are slower at answering test questions, is this tendency distinct from ability? This work will attempt to answer these questions by examining psychometric and cognitive issues using data from a computer-adaptive (CAT) administration of the SAT. The insights gained may be generalizable to other testing situations. The CAT provides an opportunity to look at item latency along with other item and individual characteristics that can lead to a better understanding of individual test-taking behavior. In addition, the data is fit to a multi-dimensional item response theory (MIRT) model in order to determine if there is more than one individual characteristic influencing item response.

ISBN: 9780549269151Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Test speededness and cognitive styles: A study using a CAT version of the SAT.
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020 $a 9780549269151
035 $a (UMI)AAI3283717
035 $a AAI3283717
040 $a UMI $c UMI
100 1 $a Schlemer, Lizabeth Thompson. $3 1024467
245 1 0 $a Test speededness and cognitive styles: A study using a CAT version of the SAT.
300 $a 129 p.
500 $a Adviser: Rebecca Zwick.
500 $a Source: Dissertation Abstracts International, Volume: 68-10, Section: A, page: 4270.
502 $a Thesis (Ph.D.)--University of California, Santa Barbara, 2007.
520 $a Are some individuals slower at answering test questions than others? If so, are these individuals penalized in a timed testing situation? If there are individuals who are slower at answering test questions, is this tendency distinct from ability? This work will attempt to answer these questions by examining psychometric and cognitive issues using data from a computer-adaptive (CAT) administration of the SAT. The insights gained may be generalizable to other testing situations. The CAT provides an opportunity to look at item latency along with other item and individual characteristics that can lead to a better understanding of individual test-taking behavior. In addition, the data is fit to a multi-dimensional item response theory (MIRT) model in order to determine if there is more than one individual characteristic influencing item response.
520 $a This work examines more than 1700 individuals who took a CAT version of the SAT in 1996. The examinees were classified into groups based on speed of test-taking and ability. Although neither the verbal nor the math portion of the test are considered speeded based on traditional measures of speededness, some individuals do seem to be detrimentally affected in these time-limited assessments, particularly in the math portion of the test. There is in fact a group of slow individuals who are of higher ability whose scores drop as much as one standard deviation as a result of the time limit. Sensitivity analysis shows this happens regardless of the rules used to divide individuals into slowness categories and also to some extent on both the verbal and the math portion of the test.
520 $a The MIRT model research attempted to further understand the nature of individual's response to items. The two-dimensional model fits the data better than the one-dimensional model. The first factor in the two-dimensional model does seem to be an ability estimate, but the definition of the second factor is inconclusive.
590 $a School code: 0035.
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Psychology, Personality. $3 1017585
690 $a 0288
690 $a 0625
710 2 $a University of California, Santa Barbara. $b Education. $3 1024457
773 0 $t Dissertation Abstracts International $g 68-10A.
790 $a 0035
790 1 0 $a Duran, Richard P. $e committee member
790 1 0 $a Mayer, Richard E. $e committee member
790 1 0 $a Zwick, Rebecca, $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3283717