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How does the number of actions on constructed-response items relate to test-taking effort and performance?
Department of Psychology, Faculty of Social Sciences and Education, University of Cyprus, Nicosia, Cyprus.ORCID iD: 0000-0001-9176-509X
Department of Psychology, Faculty of Social Sciences and Education, University of Cyprus, Nicosia, Cyprus.ORCID iD: 0000-0001-6314-3680
Umeå University, Faculty of Social Sciences, Department of applied educational science.ORCID iD: 0000-0002-4630-6123
2020 (English)In: Educational Research and Evaluation, ISSN 1380-3611, E-ISSN 1744-4187, Vol. 26, no 5-6, p. 252-274Article in journal (Refereed) Published
Abstract [en]

Collecting process data in computer-based assessments provides opportunities to describe examinee behaviour during a test-taking session. The number of actions taken by students while interacting with an item is in this context a variable that has been gaining attention. The present study aims to investigate how the number of actions performed on constructed-response items relates to self-reported effort, performance, and item cluster position in the test. The theory of planned behaviour was used as an interpretative framework. Data from two item clusters of the 2015 Swedish Programme for International Student Assessment (PISA) Science administration were utilised. Results showed that the number of actions was significantly related to performance on the items, self-reported test-taking effort, and cluster position. Latent variable models were examined separately for performance-level groups. Overall, the number of actions performed on constructed-response items as a behavioural indicator in testing situations may be useful in gauging test-taking engagement.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2020. Vol. 26, no 5-6, p. 252-274
Keywords [en]
Constructed-response items, number of actions, testtaking effort, engagement, cluster position, item scores
National Category
Pedagogy Didactics
Identifiers
URN: urn:nbn:se:umu:diva-187988DOI: 10.1080/13803611.2021.1963939ISI: 000684124400001Scopus ID: 2-s2.0-85112229746OAI: oai:DiVA.org:umu-187988DiVA, id: diva2:1598873
Funder
Swedish Research CouncilAvailable from: 2021-09-29 Created: 2021-09-29 Last updated: 2021-12-30Bibliographically approved

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Eklöf, Hanna

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