Identifying Disengaged Responding in Multiple-Choice Items: Extending a Latent Class Item Response Model With Novel Process Data Indicators.

ABSTRACT: Disengaged responding poses a severe threat to the validity of educational large-scale assessments, because item responses from unmotivated test-takers do not reflect their actual ability. Existing identification approaches rely primarily on item response times, which bears the risk of misclassifying fast engaged or slow disengaged responses. Process data with its rich pool of additional information on the test-taking process could thus be used to improve existing identification approaches. In this study, three process data variables-text reread, item revisit, and answer change-were introduced as potential indicators of response engagement for multiple-choice items in a reading comprehension test. An extended latent class item response model for disengaged responding was developed by inclu

SUBMITTER: Welling J 

PROVIDER: S-EPMC11185098 | biostudies-literature | 2024 Apr

REPOSITORIES: biostudies-literature