A High-Stakes Approach to Response Time Effort in Low-Stakes Assessment

Munevver Ilgun Dibek

doi:10.12973/ijem.7.4.571

Abstract

<p style="text-align: justify;">Response times are one of the important sources that provide information about the performance of individuals during a test process. The main purpose of this study is to show that survival models can be used in educational data. Accordingly, data sets of items measuring literacy, numeracy and problem-solving skills of the countries participating in Round 3 of the Programme for the International Assessment of Adult Competencies were used. Accelerated failure time models have been analyzed for each country and domain. As a result of the analysis of the models in which various covariates are included as independent variables, and response time for giving correct answers is included as a dependent variable, it was found the associations between the covariates and response time for giving correct answers were concluded to vary from one domain to another or from one country to another. The results obtained from the present study have provided the educational stakeholders and practitioners with valuable information.</p>

Highlights

When the test is a low-stakes test for respondents, it is likely that the respondents tend not to perform at their best (Finn, 2015)
To be more precise, considering that only individuals participating in the computer-based application of the PIAAC are included in the research, it is expectable that basic Information and Communication Technologies (ICT) skills correlate with the performance in such computer-based tests
For most countries participating in the Round 3 of the PIAAC, a positive correlation was observed in all domains between the number of attempts displayed by adults and the response time of the adults who gave the correct answer to items

Summary

Introduction

When the test is a low-stakes test for respondents, it is likely that the respondents tend not to perform at their best (Finn, 2015). Cognitive pre-test includes three literacy and three numeracy items The remaining variables such as (“male” and “female”), age (“Aged 24 or less”, “Aged 25-34”, “Aged 35-54”, and “Aged 55 or more”), educational attainment (“Less than high school”, “High school”, and “Above high school”), readiness to learn (“All zero response”, “Lowest to 20%”, “More than 20% to 40%” , “More than 40% to 60%”, “More than 60% to 80%”, “More than 80%”), the use of ICT skills at home and work of adults (“All zero response”, “Lowest to 20%”, “More than 20% to 40%” , “More than 40% to 60%”, “More than 60% to 80%”, “More than 80%”) were taken as categorical variables. The interpretation of the categories of these covariates are the same with the covariate “readiness to learn”

Objectives

Methods

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Discussion

Conclusion