构建的响应项上的操作数量与测试的工作量和性能有何关系?

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research and Evaluation Pub Date : 2020-08-17 DOI:10.1080/13803611.2021.1963939
M. Ivanova, M. Michaelides, Hanna Eklöf
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引用次数: 7

摘要

摘要在基于计算机的评估中收集过程数据为描述考生在考试过程中的行为提供了机会。在这种情况下,学生在与项目互动时采取的行动数量是一个越来越受到关注的变量。本研究旨在调查在构建的反应项目上执行的动作数量与自我报告的努力、表现和测试中项目集群位置之间的关系。计划行为理论被用作一个解释框架。使用了2015年瑞典国际学生评估计划(PISA)科学管理的两个项目集群的数据。结果显示,行动次数与项目表现、自我报告的测试努力和集群位置显著相关。对绩效水平组的潜在变量模型进行了单独检查。总体而言,在测试情况下,作为行为指标,对构建的响应项目执行的行动数量可能有助于衡量测试参与度。
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How does the number of actions on constructed-response items relate to test-taking effort and performance?
ABSTRACT Collecting process data in computer-based assessments provides opportunities to describe examinee behaviour during a test-taking session. The number of actions taken by students while interacting with an item is in this context a variable that has been gaining attention. The present study aims to investigate how the number of actions performed on constructed-response items relates to self-reported effort, performance, and item cluster position in the test. The theory of planned behaviour was used as an interpretative framework. Data from two item clusters of the 2015 Swedish Programme for International Student Assessment (PISA) Science administration were utilised. Results showed that the number of actions was significantly related to performance on the items, self-reported test-taking effort, and cluster position. Latent variable models were examined separately for performance-level groups. Overall, the number of actions performed on constructed-response items as a behavioural indicator in testing situations may be useful in gauging test-taking engagement.
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来源期刊
Educational Research and Evaluation
Educational Research and Evaluation EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.00
自引率
0.00%
发文量
25
期刊介绍: International, comparative and multidisciplinary in scope, Educational Research and Evaluation (ERE) publishes original, peer-reviewed academic articles dealing with research on issues of worldwide relevance in educational practice. The aim of the journal is to increase understanding of learning in pre-primary, primary, high school, college, university and adult education, and to contribute to the improvement of educational processes and outcomes. The journal seeks to promote cross-national and international comparative educational research by publishing findings relevant to the scholarly community, as well as to practitioners and others interested in education. The scope of the journal is deliberately broad in terms of both topics covered and disciplinary perspective.
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