The general effort-measurement process is illustrated with data from a large-scale assessment program¶

Claim · All claims
Evidence · 1 study · design r? · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The proposed process was illustrated using data from a large-scale assessment program. → Steven Wise 2017

Evidence¶

Steven Wise 2017¶

Steven Wise, Lingyun Gao. (2017). A general approach to measuring test-taking effort on computer-based tests. Applied Measurement in Education, 30(4), 343–354. https://www.nwea.org/research/publication/a-general-approach-to-measuring-test-taking-effort-on-computer-based-tests/ doi:10.1080/08957347.2017.1353992

q2 · i? · design · r?

The abstract reports the process "is illustrated with data from a large-scale assessment program" and that it "should improve our ability to detect non-effortful test taking and perform individual score validation." No sample sizes or statistics are printed in the available text.

"This process, which is illustrated with data from a large-scale assessment program, should improve our ability to detect non-effortful test taking and perform individual score validation."

Discussion¶

Related Claims¶

• A general process for measuring item-level effort extends effort measurement to omitted and constructed responses
• RTE provides an assessment of test-taking effort down to the level of individual item responses
• Detecting noneffortful responses requires setting response time thresholds that separate effortful from noneffortful responses
• Prior threshold-method comparison studies typically used simulated or small-scale data, or non-CAT large-scale data with few items
• Response-time threshold-setting methods for detecting noneffortful item responses were compared using reading scores from over 728,923 US students in 2,056 schools — possibly the same claim (merge candidate)