Rapid-Guessing Behavior: Its Identification, Interpretation, and Implications.
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| Title: | Rapid-Guessing Behavior: Its Identification, Interpretation, and Implications. |
|---|---|
| Authors: | Wise, Steven L.1 steve.wise@nwea.org |
| Source: | Educational Measurement: Issues & Practice. Winter2017, Vol. 36 Issue 4, p52-61. 10p. |
| Subject Terms: | *Computer assisted testing (Education), *Motivation (Psychology), *Common misconceptions, *Computer adaptive testing, *Test scoring |
| Abstract: | The rise of computer-based testing has brought with it the capability to measure more aspects of a test event than simply the answers selected or constructed by the test taker. One behavior that has drawn much research interest is the time test takers spend responding to individual multiple-choice items. In particular, very short response time-termed rapid guessing-has been shown to indicate disengaged test taking, regardless whether it occurs in high-stakes or low-stakes testing contexts. This article examines rapid-guessing behavior-its theoretical conceptualization and underlying assumptions, methods for identifying it, misconceptions regarding its dynamics, and the contextual requirements for its proper interpretation. It is argued that because it does not reflect what a test taker knows and can do, a rapid guess to an item represents a choice by the test taker to momentarily opt out of being measured. As a result, rapid guessing tends to negatively distort scores and thereby diminish validity. Therefore, because rapid guesses do not contribute to measurement, it makes little sense to include them in scoring. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Measurement: Issues & Practice is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 126564540 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Rapid-Guessing Behavior: Its Identification, Interpretation, and Implications. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Wise%2C+Steven+L%2E%22">Wise, Steven L.</searchLink><relatesTo>1</relatesTo><i> steve.wise@nwea.org</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Measurement%3A+Issues+%26+Practice%22">Educational Measurement: Issues & Practice</searchLink>. Winter2017, Vol. 36 Issue 4, p52-61. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Computer+assisted+testing+%28Education%29%22">Computer assisted testing (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Common+misconceptions%22">Common misconceptions</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+adaptive+testing%22">Computer adaptive testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Test+scoring%22">Test scoring</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The rise of computer-based testing has brought with it the capability to measure more aspects of a test event than simply the answers selected or constructed by the test taker. One behavior that has drawn much research interest is the time test takers spend responding to individual multiple-choice items. In particular, very short response time-termed rapid guessing-has been shown to indicate disengaged test taking, regardless whether it occurs in high-stakes or low-stakes testing contexts. This article examines rapid-guessing behavior-its theoretical conceptualization and underlying assumptions, methods for identifying it, misconceptions regarding its dynamics, and the contextual requirements for its proper interpretation. It is argued that because it does not reflect what a test taker knows and can do, a rapid guess to an item represents a choice by the test taker to momentarily opt out of being measured. As a result, rapid guessing tends to negatively distort scores and thereby diminish validity. Therefore, because rapid guesses do not contribute to measurement, it makes little sense to include them in scoring. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Measurement: Issues & Practice is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/emip.12165 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 52 Subjects: – SubjectFull: Computer assisted testing (Education) Type: general – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Common misconceptions Type: general – SubjectFull: Computer adaptive testing Type: general – SubjectFull: Test scoring Type: general Titles: – TitleFull: Rapid-Guessing Behavior: Its Identification, Interpretation, and Implications. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wise, Steven L. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Winter2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 07311745 Numbering: – Type: volume Value: 36 – Type: issue Value: 4 Titles: – TitleFull: Educational Measurement: Issues & Practice Type: main |
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