Article2012

Setting Response Time Thresholds for a CAT Item Pool: The Normative Threshold Method

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Psychometric Methodologies and Testing Intelligent Tutoring Systems and Adaptive Learning Educational Technology and Assessment

Abstract

Identification of rapid-guessing test-taking behavior is important because it indicates the presence of noneffortful item responses that can negatively bias examinee proficiency estimates. Identifying rapid guesses requires the specification of a time threshold for each item. This requirement can be practically challenging for computerized adaptive tests (CATs), which use item pools that may contain thousands of items. This study investigated a new method—termed the normative threshold method—for identifying item thresholds. The results showed that the normative threshold method could markedly outperform a common three-second threshold (which has been used in previous research) in identifying non-effortful behavior.

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References

1995Motivation in Education: Theory, Research, and Applications 1977Motivation in Education 2005Response Time Effort: A New Measure of Examinee Motivation in Computer-Based Tests 2005Low Examinee Effort in Low-Stakes Assessment: Problems and Potential Solutions 2004Construct‐Irrelevant Variance in High‐Stakes Testing 1997Modeling Item Response Times With a Two‐State Mixture Model: A New Method of Measuring Speededness 2006An Investigation of the Differential Effort Received by Items on a Low-Stakes Computer-Based Test 2007Setting the Response Time Threshold Parameter to Differentiate Solution Behavior From Rapid-Guessing Behavior

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2016Modeling Student Test‐Taking Motivation in the Context of an Adaptive Achievement Test 2020The relationship between performance and test-taking effort when measured with self-report or time-based instruments: A meta-analytic review 2017Conditioning factors of test-taking engagement in PIAAC: an exploratory IRT modelling approach considering person and item characteristics 2015The Effects of Motivational Instruction on College Students' Performance on Low-Stakes Assessment

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