Process and Product in Computer-Based Assessments

IF 3.2 3区 心理学 Q2 PSYCHOLOGY, APPLIED European Journal of Psychological Assessment Pub Date : 2023-03-21 DOI:10.1027/1015-5759/a000748
B. Zumbo, B. Maddox, Naomi M. Care
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引用次数: 5

Abstract

Abstract: There is no consensus among assessment researchers about many of the central problems of response process data, including what is it and what is it comprised of. The Standards for Educational and Psychological Testing ( American Educational Research Association et al., 2014 ) locate process data within their five sources of validity evidence. However, we rarely see a conceptualization of response processes; rather, the focus is on the techniques and methods of assembling response process indices or statistical models. The method often overrides clear definitions, and, as a field, we may therefore conflate method and methodology – much like we have conflated validity and validation ( Zumbo, 2007 ). In this paper, we aim to clear the conceptual ground to explore the scope of a holistic framework for the validation of process and product. We review prominent conceptualizations of response processes and their sources and explore some fundamental questions: Should we make a theoretical and practical distinction between response processes and response data? To what extent do the uses of process data reflect the principles of deliberate, educational, and psychological measurement? To answer these questions, we consider the case of item response times and the potential for variation associated with disability and neurodiversity.
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计算机评估的过程和结果
摘要:评价研究者对反应过程数据的核心问题,包括反应过程数据是什么、由什么组成等,尚未达成共识。《教育和心理测试标准》(美国教育研究协会等人,2014年)将过程数据定位在其五个效度证据来源中。然而,我们很少看到反应过程的概念化;相反,重点是组装响应过程指数或统计模型的技术和方法。方法通常会覆盖明确的定义,因此,作为一个领域,我们可能会将方法和方法论混为一谈——就像我们将有效性和验证混为一谈一样(Zumbo, 2007)。在本文中,我们的目标是澄清概念基础,以探索过程和产品验证的整体框架的范围。我们回顾了反应过程的重要概念及其来源,并探讨了一些基本问题:我们应该在反应过程和反应数据之间做出理论和实践的区分吗?过程数据的使用在多大程度上反映了深思熟虑的、教育的和心理的测量原则?为了回答这些问题,我们考虑了项目反应时间的情况以及与残疾和神经多样性相关的潜在变异。
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来源期刊
CiteScore
6.40
自引率
4.00%
发文量
71
期刊介绍: The main purpose of the EJPA is to present important articles which provide seminal information on both theoretical and applied developments in this field. Articles reporting the construction of new measures or an advancement of an existing measure are given priority. The journal is directed to practitioners as well as to academicians: The conviction of its editors is that the discipline of psychological assessment should, necessarily and firmly, be attached to the roots of psychological science, while going deeply into all the consequences of its applied, practice-oriented development.
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