An exploration of answer changing on a computer based high stakes achievement test
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An Exploration of Answer-Changing on a Computer-based High-Stakes Achievement Test. Gail Tiemann Neal Kingston. Purpose. Gather baseline answer-changing patterns on a computer-based achievement test Add to the knowledge base in this area. Methods.

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An Exploration of Answer-Changing on a Computer-based High-Stakes Achievement Test

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An exploration of answer changing on a computer based high stakes achievement test

An Exploration of Answer-Changing on a Computer-based High-Stakes Achievement Test

Gail Tiemann

Neal Kingston


Purpose

Purpose

  • Gather baselineanswer-changing patterns on a computer-based achievement test

  • Add to the knowledge base in this area


Methods

Methods

  • Third grade summative test in mathematics, one state testing program

  • One, 2012 form

  • 70 items, no time-limit

  • Students can review and change items as desired


Methods1

Methods

  • Assessment System Logs

    • Linear path through the test

    • Time spent viewing an item

    • Number of reviews

    • Number and pattern of changes

  • Unique benefit of CBT


Sample and test characteristics

Sample and Test Characteristics


Test score distribution

Test Score Distribution


Answer changing

Answer-Changing

Items = 70 Students = 5328


Wrong to right right to wrong

Wrong-to-Right & Right-to-Wrong

  • Final change in pattern

    • WR

    • RWR

    • RWWWR


Wrong to right by items changed

Wrong-to-Right by Items Changed

Items = 70 Students = 5328


Wrong to right by items changed1

Wrong-to-Right by Items Changed

Items = 70 Students = 5328


Wrong to right by items changed2

Wrong-to-Right by Items Changed

Items = 70 Students = 5328


Wrong to right vs right to wrong

Wrong-to-Right vs. Right-to-Wrong


Wrong to right vs right to wrong1

Wrong-to-Right vs. Right-to-Wrong


Answer changing patterns

Answer-Changing Patterns


Answer changing patterns1

Answer-Changing Patterns


Scatterplots

Scatterplots


Scatterplots1

Scatterplots


Elapsed time

Elapsed Time

Wrong-to-Right

< 60 seconds


Wrong to right 10 seconds

Wrong-to-Right < 10 seconds


Flagging rule application

Flagging Rule Application

Mean Wrong-to-Right Count (Target Form Only)

+ 8 Standard Deviations


Discussion

Discussion

  • Limitations

    • One form, one subject, one grade

    • Nested data

    • Distributions are not normal


Discussion1

Discussion

  • Answer patterns and elapsed time add to answer-changing interpretations


Future

Future

  • Further exploration of wrong-to-right changes by elapsed screen time and position of change

  • Other sources of variance

    • Item-factors (difficulty, position)

    • Student-factors (demographics)

    • Nesting (buildings, districts, classrooms)


An exploration of answer changing on a computer based high stakes achievement test

Thank you


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