Modeling Item Revisit Behavior: The Hierarchical Speed–Accuracy–Revisits Model

2020 ◽  
pp. 001316442095055
Author(s):  
Ummugul Bezirhan ◽  
Matthias von Davier ◽  
Irina Grabovsky
Keyword(s):  
Data Analysis ◽  
Empirical Data ◽  
Response Times ◽  
Time On Task ◽  
Testing Session ◽  
High Stakes ◽  
New Approach ◽  
Test Taking ◽  
Speed Accuracy ◽  
The Relationship

This article presents a new approach to the analysis of how students answer tests and how they allocate resources in terms of time on task and revisiting previously answered questions. Previous research has shown that in high-stakes assessments, most test takers do not end the testing session early, but rather spend all of the time they were assigned to take the test. Rather than being an indication of speededness, this was found to be caused by test takers’ tendency to revisit previous items even if they already provided answers to all questions. In accordance with this information, the proposed approach models revisit patterns simultaneously with responses and response times to gain a better understanding of the relationship between speed, ability, and revisit tendency. The empirical data analysis revealed that examinees’ tendency to revisit items was strongly related to their speed and subgroups of examinees displayed different test-taking behaviors.

Multivariate Analyse nominalskalierter Daten / Multivariate analyzing of nominal-scaled data

1976 ◽  
Vol 5 (3) ◽  
Author(s):  
Manfred Küchler
Keyword(s):  
Data Analysis ◽  
Empirical Data ◽  
Empirical Studies ◽  
Multivariate Analyse ◽  
Traditional Methods ◽  
New Approach ◽  
Practical Advice ◽  
Local Computer

AbstractPointing out difficulties with a substantive interpretation of empirical data when using only traditional methods of data analysis such as crosstabulation of two or at most three variables, two recently suggested models - HARDER’s DO and GOODMAN’s ECTA - are briefly outlined. These two are combined in a new approach that has been developped by the author while analyzing data from two empirical studies. Some practical advice is included to help the average researcher with implementing this way of data analysis at his local computer installation.

scholarly journals Decision Making by Ensembles of Accumulators

2020 ◽  
Author(s):  
Gregory Edward Cox ◽  
Gordon D. Logan ◽  
Jeffrey Schall ◽  
Thomas Palmeri
Keyword(s):  
Decision Making ◽  
Response Times ◽  
Computational Framework ◽  
Neural Ensembles ◽  
High Level ◽  
Speed Accuracy ◽  
The Relationship ◽  
Different Levels ◽  
Accuracy Tradeoff ◽  
Rt Distributions

Evidence accumulation is a computational framework that accounts for behavior as well as the dynamics of individual neurons involved in decision making. Linking these two levels of description reveals a scaling paradox: How do choices and response times (RT) explained by models assuming single accumulators arise from a large ensemble of idiosyncratic accumulator neurons? We created a simulation model that makes decisions by aggregating across ensembles of accumulators, thereby instantiating the essential structure of neural ensembles that make decisions. Across different levels of simulated choice difficulty and speed-accuracy emphasis, choice proportions and RT distributions simulated by the ensembles are invariant to ensemble size and the accumulated evidence at RT is invariant across RT when the accumulators are at least moderately correlated in either baseline evidence or rates of accumulation and when RT is not governed by the most extreme accumulators. To explore the relationship between the low-level ensemble accumulators and high-level cognitive models, we fit simulated ensemble behavior with a standard LBA model. The standard LBA model generally recovered the core accumulator parameters (particularly drift rates and residual time) of individual ensemble accumulators with high accuracy, with variability parameters of the standard LBA modulating as a function of various ensemble parameters. Ensembles of accumulators also provide an alternative conception of speed-accuracy tradeoff without relying on varying thresholds of individual accumulators, instead by adjusting how ensembles of accumulators are aggregated or by how accumulators are correlated within ensembles. These results clarify relationships between neural and computational accounts of decision making.

scholarly journals TEST-TAKING ANXIETY AMONG EFL UNIVERSITY STUDENTS IN TOEFL TEST: A CASE STUDY FROM INDONESIAN CONTEXT

2020 ◽  
Vol 8 (3) ◽  
pp. 200-208 ◽  
Author(s):  
Ida Muliawati ◽  
Nyak Mutia Ismail ◽  
Lismalinda ◽  
Budi Rizka
Keyword(s):  
Data Analysis ◽  
University Students ◽  
High Stake ◽  
Efl Learners ◽  
Test Taking ◽  
Research Findings ◽  
Efl Students ◽  
English Classroom ◽  
The Relationship

Purpose of the study: This research aimed at investigating the extent of anxiety experienced by TOEFL test-takers in the Indonesian context as EFL learners. Methodology: The participants of this study were 50 university students from various non-English majors. They were selected by using purposive sampling. The research design was descriptive quantitative method, in which a 10-question questionnaire was used as the research instrument. The questions were scored by using a five-point scale and the data were analyzed by using the three steps of data analysis. Main Findings: The result of the data analysis showed that more than 80%percent of students experienced moderate anxiety before and during the TOEFL test-taking while the rest (20%) suffered from mild anxiety. Applications of this study: The research findings can benefit TOEFL Preparation classes’ instructors, by which they can take the anxiety variable into account when teaching TOEFL so that the level of students’ anxiety before and during the test can be minimized. Novelty/Originality of this study: Relatively little research examined EFL students’ anxiety in the TOEFL test. Others are much devoted to the anxiety aspects within English classroom contexts such as in anxiety in reading, writing, and speaking skills, the relationship between anxiety and motivation, as well as intelligence dominance among non-low proficiency students. Therefore, this research is devoted to a high-stake test (TOEFL test), which has not been studied previously by any researchers.

Process tracing

KWALON ◽  
2014 ◽  
Vol 19 (3) ◽  
Author(s):  
Kim Loyens
Keyword(s):  
Decision Making ◽  
Data Analysis ◽  
Empirical Data ◽  
Case Analysis ◽  
Process Tracing ◽  
Fine Grained ◽  
Step Model ◽  
Dependent Variables ◽  
The Relationship ◽  
Structured Approach

Process tracing: a structured approach to data analysis in decision making studies Process tracing: a structured approach to data analysis in decision making studies Process tracing (PT) has been developed for within-case analysis to unravel causal mechanisms that explain the relationship between independent and dependent variables. It follows an iterative-inductive approach to generate theory on the basis of empirical data. This paper explains how PT can be used in decision making research by using a three step model: (1) one code for each case, (2) preparation of an analytic table, and (3) from fragmentation to integration. The cases that illustrate these steps show that PT results in fine-grained theoretical explanations for decision making and indicates the need of additional between-case analysis.

Declaring Race

2017 ◽  
Author(s):  
Natalie Masuoka
Keyword(s):  
United States ◽  
Public Opinion ◽  
Empirical Data ◽  
Census Data ◽  
Mixed Race ◽  
The United States ◽  
New Approach ◽  
Interracial Couple ◽  
The Relationship ◽  
Choice Approach

This chapter presents an analysis of public opinion and census data to demonstrate the opportunities in, and constraints on, identifying as multiracial. It outlines a new approach to interpreting empirical data on race, the identity choice approach, and offers an example of how to apply this approach to data on multiracial identification. It examines the relationship, first, between being the child of an interracial couple and the belief that one is of mixed race, and, second, between multiracial identification and the belief that one is of mixed race. The chapter ends by presenting and interpreting census data on the two-or-more-races population in the United States.

An Analysis of Learning Trials and Their Relationship to Achievement in Volleyball

1991 ◽  
Vol 10 (2) ◽  
pp. 134-152 ◽  
Author(s):  
Marilyn Buck ◽  
Joyce M. Harrison ◽  
G. Rex Bryce
Keyword(s):  
Data Analysis ◽  
Female Students ◽  
Learning Curves ◽  
Time On Task ◽  
Pretest Score ◽  
Discrete Trials ◽  
Male And Female ◽  
Class Participation ◽  
The Relationship ◽  
Learning Trials

The purpose of this study was to determine the relationship between learning trials and achievement for four volleyball skills—set, forearm pass, serve, and spike. The subjects studied totaled 58 male and female students in two university beginning-volleyball classes. Twenty-two class periods were videotaped, and the tapes were analyzed to determine all correct and incorrect skill trials made by each student each day for the four skills studied. The data analysis included learning trials, learning curves, and achievement. The most consistent result of the statistical analyses was the importance of the total correct trials in determining achievement. For the forearm pass, the serve, and the spike, outside-of-class participation increased the number of total correct trials. The beginning skill level, represented by the pretest score, also influenced achievement. Average trials per day per student were very low, and low-skilled students did not get as many correct or total trials as high-skilled students. This study supports previous studies that suggest that discrete trials might be a more appropriate measure of student achievement than ALT-PE or time-on-task.

scholarly journals Test-Taking Motivation in Education Students: Task Battery Order Affected Within-Test-Taker Effort and Importance

2020 ◽  
Vol 11 ◽  
Author(s):  
Anett Wolgast ◽  
Nico Schmidt ◽  
Jochen Ranger
Keyword(s):  
Cognitive Ability ◽  
Response Times ◽  
Latent Trait ◽  
Value Theory ◽  
Test Taker ◽  
Education Students ◽  
High Stakes ◽  
Ability Test ◽  
Test Taking ◽  
Test Order

Different types of tasks exist, including tasks for research purposes or exams assessing knowledge. According to expectation-value theory, tests are related to different levels of effort and importance within a test taker. Test-taking effort and importance in students decreased over the course of high-stakes tests or low-stakes-tests in research on test-taking motivation. However, whether test-order changes affect effort, importance, and response processes of education students have seldomly been experimentally examined. We aimed to examine changes in effort and importance resulting from variations in test battery order and their relations to response processes. We employed an experimental design assessing N = 320 education students’ test-taking effort and importance three times as well as their performance on cognitive ability tasks and a mock exam. Further relevant covariates were assessed once such as expectancies, test anxiety, and concentration. We randomly varied the order of the cognitive ability test and mock exam. The assumption of intraindividual changes in education students’ effort and importance over the course of test taking was tested by one latent growth curve that separated data for each condition. In contrast to previous studies, responses and test response times were included in diffusion models for examining education students’ response processes within the test-taking context. The results indicated intraindividual changes in education students’ effort or importance depending on test order but similar mock-exam response processes. In particular effort did not decrease, when the cognitive ability test came first and the mock exam subsequently but significantly decreased, when the mock exam came first and the cognitive ability test subsequently. Diffusion modeling suggested differences in response processes (separation boundaries and estimated latent trait) on cognitive ability tasks suggesting higher motivational levels when the cognitive ability test came first than vice versa. The response processes on the mock exam tasks did not relate to condition.

scholarly journals ‘Good food’ in an Instagram age: Rethinking hierarchies of culture, criticism and taste

2021 ◽  
pp. 136754942110557
Author(s):  
Zeena Feldman
Keyword(s):  
Social Media ◽  
Data Analysis ◽  
Empirical Data ◽  
Image Sharing ◽  
Social Media Platforms ◽  
Empirical Data Analysis ◽  
The Relationship ◽  
Knowledge Claims ◽  
Good Food ◽  
Insight Into

Through historical, economic and technological contextualisation and empirical data analysis, this article explores the cultural purchase the image-sharing app Instagram and the printed Michelin Guide have on contemporary food criticism. Both platforms contribute to popular understandings of ‘good food’. Yet, there are important functional and discursive distinctions in how culinary criticism is done in Instagram vis-à-vis Michelin. To that end, this article focuses on London’s restaurant scene and proposes the concept of the Instagram gaze as a means of understanding the representational repertoires and knowledge claims advanced by foodies on visual social media platforms. The Instagram gaze also facilitates insight into the relationship between Instagrammers’ culinary judgements and Michelin’ s.

scholarly journals RELATIONSHIP MARKETING ON THE INTERNET: BUILDING A LONG-TERM RELATIONSHIP WITH CUSTOMERS

2018 ◽  
Author(s):  
Elina Radionova-Girsa
Keyword(s):  
Data Analysis ◽  
Theoretical Analysis ◽  
Research Methods ◽  
Relationship Marketing ◽  
Empirical Analysis ◽  
Empirical Data ◽  
Scientific Literature ◽  
The Internet ◽  
The Relationship

The purpose of the study is to find out the main approaches to the relationship marketing on the in-ternet that could help companies to build a long-term relationship with their customers. Principal ob-jectives are to find and analyse scientific literature on the topic; with statistical and empirical analysis to find out the main differences between relationship marketing in the traditional and internet dimen-sion. The research methods of the paper are scientific literature theoretical analysis, statistical and empirical data analysis. The results of the research are both theoretical and practical. Using results companies will be able to share their customers seeing at what stage they are located and what further steps should be taken to achieve the desired result.

scholarly journals Investigating the Relationship between Test-Taking Anxiety and Test-Takers’ Performance on the IELTS Test

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Dang Arif Hartono
Keyword(s):  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
High Stakes Testing ◽  
Testing System ◽  
Government Officials ◽  
High Stakes ◽  
Holistic View ◽  
Test Taking ◽  
The Relationship

Although there is a growing body of research indicating that anxiety relates to foreign language learning, the correlation between anxiety and learners’ performance on a high-stakes testing context has not been fully explored. To date, studies investigating the relationship between test-taking anxiety and test-takers’ performance are not only limited in number, but also partial in nature as most of them only looked at one aspect of test-takers performance, i.e. listening, speaking, or writing performance only. This study is aimed at investigating the relationship between test-taking anxiety and test-takers’ performance with a holistic view, taking into account the test-takers’ performance on the listening, reading, speaking, and writing modules of the International English Language Testing System (IELTS™) test. The participants in this study were 15 government officials taking an IELTS test preparation program. Two instruments were utilized in this study: (1) a set of test-taking anxiety questionnaire items to measure the level of anxiety and, (2) the official IELTS™ test to measure test-takers’ performance. The results indicated that there was a weak to moderate correlation between test-taking anxiety and the test-takers’ performance across different modules of the IELTS test. These results corroborate the findings from previous studies. 

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