NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1256021
Record Type: Journal
Publication Date: 2020
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0731-1745
EISSN: N/A
The Effect of Drag-and-Drop Item Features on Test-Taker Performance and Response Strategies
Arslan, Burcu; Jiang, Yang; Keehner, Madeleine; Gong, Tao; Katz, Irvin R.; Yan, Fred
Educational Measurement: Issues and Practice, v39 n2 p96-106 Sum 2020
Computer-based educational assessments often include items that involve drag-and-drop responses. There are different ways that drag-and-drop items can be laid out and different choices that test developers can make when designing these items. Currently, these decisions are based on experts' professional judgments and design constraints, rather than empirical research, which might threaten the validity of interpretations of test outcomes. To this end, we investigated the effect of drag-and-drop item features on test-taker performance and response strategies with a cognition-centered approach. Four hundred and seventy-six adult participants solved content-equivalent drag-and-drop mathematics items under five design variants. Results showed that: (a) test takers' performance and response strategies were affected by the experimental manipulations, and (b) test takers mostly used cognitively efficient response strategies regardless of the manipulated item features. Implications of the findings are provided to support test developers' design decisions.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A