Determining When Single Scoring for Constructed-Response Items Is as Effective as Double Scoring in Mixed-Format Licensure Tests

2013 ◽  
Vol 13 (4) ◽  
pp. 314-328 ◽  
Author(s):  
Sooyeon Kim ◽  
Tim Moses
Keyword(s):  
Constructed Response ◽  
Mixed Format ◽  
Licensure Tests

scholarly journals Integrating a Statistical Topic Model and a Diagnostic Classification Model for Analyzing Items in a Mixed Format Assessment

2021 ◽  
Vol 11 ◽  
Author(s):  
H.-J. Choi ◽  
Seohyun Kim ◽  
Allan S. Cohen ◽  
Jonathan Templin ◽  
Yasemin Copur-Gencturk
Keyword(s):  
Language Arts ◽  
Reading Skills ◽  
Topic Model ◽  
Classification Model ◽  
Diagnostic Classification ◽  
Constructed Response ◽  
Diagnostic Classification Model ◽  
Psychometric Models ◽  
Latent Topics ◽  
Mixed Format

Selected response items and constructed response (CR) items are often found in the same test. Conventional psychometric models for these two types of items typically focus on using the scores for correctness of the responses. Recent research suggests, however, that more information may be available from the CR items than just scores for correctness. In this study, we describe an approach in which a statistical topic model along with a diagnostic classification model (DCM) was applied to a mixed item format formative test of English and Language Arts. The DCM was used to estimate students’ mastery status of reading skills. These mastery statuses were then included in a topic model as covariates to predict students’ use of each of the latent topics in their written answers to a CR item. This approach enabled investigation of the effects of mastery status of reading skills on writing patterns. Results indicated that one of the skills, Integration of Knowledge and Ideas, helped detect and explain students’ writing patterns with respect to students’ use of individual topics.

scholarly journals CONSTRUCTED-RESPONSE DIF EVALUATIONS FOR MIXED-FORMAT TESTS

2013 ◽  
Vol 2013 (2) ◽  
pp. i-23 ◽  
Author(s):  
Tim Moses ◽  
Jinghua Liu ◽  
Adele Tan ◽  
Weiling Deng ◽  
Neil J. Dorans
Keyword(s):  
Constructed Response ◽  
Mixed Format ◽  
Mixed Format Tests

A Multimedia Situational Test With a Constructed-Response Format

2011 ◽  
Vol 10 (2) ◽  
pp. 78-88 ◽  
Author(s):  
Janneke K. Oostrom ◽  
Marise Ph. Born ◽  
Alec W. Serlie ◽  
Henk T. van der Molen
Keyword(s):  
Cognitive Ability ◽  
Computer Technology ◽  
Psychology Students ◽  
Learning Activities ◽  
Ability Test ◽  
Constructed Response ◽  
Job Experience ◽  
Relationship Of ◽  
The Relationship ◽  
Situational Test

Advances in computer technology have created opportunities for the development of a multimedia situational test in which responses are filmed with a webcam. This paper examined the relationship of a so-called webcam test with personality, cognitive ability, job experience, and academic performance. Data were collected among 153 psychology students. In line with our expectations, scores on the webcam test, intended to measure interpersonally oriented leadership, were related to extraversion, conscientiousness, emotional stability, and job experience. Furthermore, the webcam tests significantly predicted students’ learning activities during group meetings over and above a cognitive ability test and a personality questionnaire. Overall, this study demonstrates that webcam tests can be a valid complement to traditional predictors in selection contexts.

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