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Waterbury, Glenn Thomas; DeMars, Christine E. – Educational Assessment, 2021
Vertical scaling is used to put tests of different difficulty onto a common metric. The Rasch model is often used to perform vertical scaling, despite its strict functional form. Few, if any, studies have examined anchor item choice when using the Rasch model to vertically scale data that do not fit the model. The purpose of this study was to…
Descriptors: Test Items, Equated Scores, Item Response Theory, Scaling
Wise, Steven L.; DeMars, Christine E. – Educational Assessment, 2010
Educational program assessment studies often use data from low-stakes tests to provide evidence of program quality. The validity of scores from such tests, however, is potentially threatened by examinee noneffort. This study investigated the extent to which one type of noneffort--rapid-guessing behavior--distorted the results from three types of…
Descriptors: Validity, Program Evaluation, Guessing (Tests), Motivation
DeMars, Christine E. – Educational Assessment, 2007
A series of 8 tests was administered to university students over 4 weeks for program assessment purposes. The stakes of these tests were low for students; they received course points based on test completion, not test performance. Tests were administered in a counterbalanced order across 2 administrations. Response time effort, a measure of the…
Descriptors: Reaction Time, Guessing (Tests), Testing Programs, College Students
Wise, Steven L.; DeMars, Christine E. – Educational Assessment, 2005
Student test-taking motivation in low-stakes assessment testing is examined in terms of both its relationship to test performance and the implications of low student effort for test validity. A theoretical model of test-taking motivation is presented, with a synthesis of previous research indicating that low student motivation is associated with a…
Descriptors: Test Validity, Academic Achievement, Student Motivation, Tests