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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.
Authors: Karakolidis, Anastasios (AUTHOR), O'Leary, Michael (AUTHOR), Scully, Darina (AUTHOR)
Source: International Journal of Testing. Apr-Jun2021, Vol. 21 Issue 2, p57-79. 23p.
Subjects: Videos, Evidence
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. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Testing is the property of Taylor & Francis Ltd 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: Psychology and Behavioral Sciences Collection
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Karakolidis%2C+Anastasios%22">Karakolidis, Anastasios</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22O'Leary%2C+Michael%22">O'Leary, Michael</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Scully%2C+Darina%22">Scully, Darina</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Testing%22">International Journal of Testing</searchLink>. Apr-Jun2021, Vol. 21 Issue 2, p57-79. 23p.
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  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of International Journal of Testing is the property of Taylor & Francis Ltd 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=151045817
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        Value: 10.1080/15305058.2021.1916505
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              Text: Apr-Jun2021
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