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ERIC Number: ED490205
Record Type: Non-Journal
Publication Date: 2005-Apr
Pages: 16
Abstractor: Author
Reference Count: 23
ISBN: N/A
ISSN: N/A
An Investigation of the Effects of Self-Adapted Testing on Examinee Effort and Performance in a Low-Stakes Achievement Test
Wise, Steven L.; Owens, Kara M.; Yang, Sheng-Ta; Weiss, Brandi; Kissel, Hilary L.; Kong, Xiaojing; Horst, Sonia J.
Online Submission, Paper presented at the Annual Meeting of the National Council on Measurement in Education (Montreal, Canada, Apr 2005)
There are a variety of situations in which low-stakes achievement tests--which are defined as those having few or no consequences for examinee performance--are used in applied measurement. A problem inherent in such testing is that we often cannot assume that all examinees give their best effort to their test, which suggests that the test scores of some examinees will underestimate their actual levels of proficiency. This study investigated several testing methods that may promote examinee effort. One of the advantages of computer-based tests (CBTs) over traditional paper-and-pencil tests is their potential for administering items and tests in innovative ways. The purpose of this study was to investigate the effectiveness of four types of CBTs on the effort and test performance of examinees administered a low-stakes test: a fixed-item test, a computerized adaptive test, a self-adapted test, and a special self-adapted test that was designed to be more "game-like." Seven hundred eleven undergraduate psychology students were randomly assigned to take a low-stakes mathematics test under one of the four CBT types. No differences were found among the test types for test performance, self-reported effort, or response time effort. Although disappointing, the results from this study enhance the understanding of the dynamics underlying examinee effort. (Contains 8 tables.)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A