Animated Videos in Assessment: Comparing Validity Evidence from and Test-Takers' Reactions to an Animated and a Text-Based Situational Judgment Test
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| Title: | Animated Videos in Assessment: Comparing Validity Evidence from and Test-Takers' Reactions to an Animated and a Text-Based Situational Judgment Test |
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| Language: | English |
| Authors: | Karakolidis, Anastasios (ORCID |
| Source: | International Journal of Testing. 2021 21(2):57-79. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Animation, Vignettes, Video Technology, Test Format, Test Validity, Culture Fair Tests, Situational Tests, Error of Measurement, Language Proficiency, Reading Comprehension, Native Speakers, Preservice Teachers, Undergraduate Students, Student Reaction, Scores, Foreign Countries |
| Geographic Terms: | Ireland (Dublin), Greece |
| DOI: | 10.1080/15305058.2021.1916505 |
| ISSN: | 1530-5058 |
| Abstract: | The linguistic complexity of many text-based tests can be a source of construct-irrelevant variance, as test-takers' performance may be affected by factors that are beyond the focus of the assessment itself, such as reading comprehension skills. This experimental study examined the extent to which the use of animated videos, as opposed to written text, could (i) reduce construct-irrelevant variance attributed to language and reading skills and (ii) impact test-takers' reactions to a situational judgment test. The results indicated that the variance attributed to construct-irrelevant factors was lower by 9.5% in the animated version of the test. In addition, those who took the animated test perceived it to be more valid, fair, and enjoyable, than those who took the text-based test. They also rated the language used as less difficult to understand. The implications of these findings are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1301829 |
| Database: | ERIC |
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| Abstract: | The linguistic complexity of many text-based tests can be a source of construct-irrelevant variance, as test-takers' performance may be affected by factors that are beyond the focus of the assessment itself, such as reading comprehension skills. This experimental study examined the extent to which the use of animated videos, as opposed to written text, could (i) reduce construct-irrelevant variance attributed to language and reading skills and (ii) impact test-takers' reactions to a situational judgment test. The results indicated that the variance attributed to construct-irrelevant factors was lower by 9.5% in the animated version of the test. In addition, those who took the animated test perceived it to be more valid, fair, and enjoyable, than those who took the text-based test. They also rated the language used as less difficult to understand. The implications of these findings are discussed. |
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| ISSN: | 1530-5058 |
| DOI: | 10.1080/15305058.2021.1916505 |
