A Paradox in the Study of the Benefits of Test-Item Review.
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| Title: | A Paradox in the Study of the Benefits of Test-Item Review. |
|---|---|
| Authors: | van der Linden, Wim J.1, Jeon, Minjeong2, Ferrara, Steve1 |
| Source: | Journal of Educational Measurement. Dec2011, Vol. 48 Issue 4, p380-398. 19p. 2 Charts, 5 Graphs. |
| Subject Terms: | *Item response theory, *Educational tests & measurements, *Psychological tests, Scale items, Psychometrics |
| Abstract: | According to a popular belief, test takers should trust their initial instinct and retain their initial responses when they have the opportunity to review test items. More than 80 years of empirical research on item review, however, has contradicted this belief and shown minor but consistently positive score gains for test takers who changed answers they found to be incorrect during review. This study reanalyzed the problem of the benefits of answer changes using item response theory modeling of the probability of an answer change as a function of the test taker's ability level and the properties of items. Our empirical results support the popular belief and reveal substantial losses due to changing initial responses for all ability levels. Both the contradiction of the earlier research and support of the popular belief are explained as a manifestation of Simpson's paradox in statistics. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Educational Measurement 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: 69808991 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Paradox in the Study of the Benefits of Test-Item Review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22van+der+Linden%2C+Wim+J%2E%22">van der Linden, Wim J.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Jeon%2C+Minjeong%22">Jeon, Minjeong</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Ferrara%2C+Steve%22">Ferrara, Steve</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Measurement%22">Journal of Educational Measurement</searchLink>. Dec2011, Vol. 48 Issue 4, p380-398. 19p. 2 Charts, 5 Graphs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Item+response+theory%22">Item response theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+tests+%26+measurements%22">Educational tests & measurements</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+tests%22">Psychological tests</searchLink><br /><searchLink fieldCode="DE" term="%22Scale+items%22">Scale items</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: According to a popular belief, test takers should trust their initial instinct and retain their initial responses when they have the opportunity to review test items. More than 80 years of empirical research on item review, however, has contradicted this belief and shown minor but consistently positive score gains for test takers who changed answers they found to be incorrect during review. This study reanalyzed the problem of the benefits of answer changes using item response theory modeling of the probability of an answer change as a function of the test taker's ability level and the properties of items. Our empirical results support the popular belief and reveal substantial losses due to changing initial responses for all ability levels. Both the contradiction of the earlier research and support of the popular belief are explained as a manifestation of Simpson's paradox in statistics. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Educational Measurement 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/j.1745-3984.2011.00151.x Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 380 Subjects: – SubjectFull: Item response theory Type: general – SubjectFull: Educational tests & measurements Type: general – SubjectFull: Psychological tests Type: general – SubjectFull: Scale items Type: general – SubjectFull: Psychometrics Type: general Titles: – TitleFull: A Paradox in the Study of the Benefits of Test-Item Review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: van der Linden, Wim J. – PersonEntity: Name: NameFull: Jeon, Minjeong – PersonEntity: Name: NameFull: Ferrara, Steve IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2011 Type: published Y: 2011 Identifiers: – Type: issn-print Value: 00220655 Numbering: – Type: volume Value: 48 – Type: issue Value: 4 Titles: – TitleFull: Journal of Educational Measurement Type: main |
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