2009/01/27 by Srdjan Verbić, Srdjan Verbic, Verbic, Srdjan +2 · 1 citation
Computer Science · Decision Sciences · Physics and Astronomy · Social Sciences · #Data Analysis #FOS: Physical sciences #Intelligent Tutoring Systems and Adaptive Learning #Physics Education (physics.ed-ph) #Psychometric Methodologies and Testing #Statistics and Probability (physics.data-an) #Student Assessment and Feedback #physics.data-an #physics.ed-ph
paper · pdf · doi:10.48550/arxiv.0901.4356
14 pages, 5 figures
arxiv created 2009/01/27 · openalex publication_date 2009/01/27 · arxiv updated 2009/12/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
Test takers do not give equally reliable responses. They take different responding strategies and they do not make the same effort to solve the problem and answer the question correctly. The consequences of differential test takers' behavior are numerous: the test item parameters could be biased, there might emerge differential item functioning for certain subgroups, estimation of test taker's ability might have greater error, etc. All the consequences are becoming more prominent at low-stakes tests where test takers' motivation is additionally decreased. We had analyzed a computer based test in Physics and tried to find and describe relationship between the item response time and the item response likelihood. We have found that magnitude of such relationship depends on the item difficulty parameter. We have also noticed that boys, who respond faster, in average, give responses with greater likelihood than the boys who respond slower. The same trend was not detected for girls.