Related papers: Test item response time and the response likelihoo…
The reaction time of a group of students majoring in Physics is reported here. Strong co-relation between fatigue, reaction time and performance have been seen and may be useful for academicians and administrators responsible of working out…
Estimating the difficulty of multiple-choice questions would be great help for educators who must spend substantial time creating and piloting stimuli for their tests, and for learners who want to practice. Supervised approaches to…
Reward schemes may affect not only agents' effort, but also their incentives to gather information to reduce the riskiness of the productive activity. In a laboratory experiment using a novel task, we find that the relationship between…
Knowing how test takers answer items in educational assessments is essential for test development, to evaluate item quality, and to improve test validity. However, this process usually requires extensive pilot studies with human…
We use variation of test scores measuring closely related skills to isolate peer effects. The intuition for our identification strategy is that the difference in closely related scores eliminates factors common to the performance in either…
Research-based assessment instruments (RBAIs) are ubiquitous throughout both physics instruction and physics education research. The vast majority of analyses involving student responses to RBAI questions have focused on whether or not a…
Item Response Theory (IRT) was originally developed in traditional exam settings, and it has been shown that the model does not readily transfer to formative assessment in the form of online homework. We investigate if this is mostly due to…
Learning physics is a context dependent process. I consider a broader interdisciplinary problem of where differences in understanding and reasoning arise. I suggest the long run effects a multiple choice based learning system as well as…
In standardized educational testing, test items are reused in multiple test administrations. To ensure the validity of test scores, the psychometric properties of items should remain unchanged over time. In this paper, we consider the…
Item response theory (IRT) models have been widely used in educational measurement testing. When there are repeated observations available for individuals through time, a dynamic structure for the latent trait of ability needs to be…
This article offers a 3-parameter model of testing, with 1) the difference between the ability level of the examinee and item difficulty; 2) the examinee discrimination and 3) the item discrimination as model parameters.
Acting as a goalkeeper in a video-game, a participant is asked to predict the successive choices of the penalty taker. The sequence of choices of the penalty taker is generated by a stochastic chain with memory of variable length. It has…
With increasing interest in high-speed imaging should come an increased interest in the response times of our scanning transmission electron microscope (STEM) detectors. Previous works have previously highlighted and contrasted performance…
Test anxiety is beginning to be recognized as a significant factor affecting student performance in science, technology, engineering, and mathematics (STEM) courses, potentially contributing to gender inequity within these fields.…
Prior research has shown that physics students often think about experimental procedures and data analysis very differently from experts. One key framework for analyzing student thinking has found that student thinking is more point-like,…
Understanding how competitive pressure affects risk-taking is crucial in sequential decision-making under uncertainty. This study examines these effects using bench press competition data, where individuals make risk-based choices under…
This study reports the impact of examining either with digital or paper-based tests in science subjects taught across the second-ary level. With our method, we compare the percentile ranking scores of two cohorts earned in computer- and…
As part of large-scale assessment project at Texas Tech University, we studied the effect of problem format on students responses to quiz questions. The same problem was written in multiple formats and administered as a quiz in the large…
We design a double-or-quits game to compare the speed of learning one's specific ability with the speed of rising confidence as the task gets increasingly difficult. We find that people on average learn to be overconfident faster than they…
The ability to make decisions based on data, with its inherent uncertainties and variability, is a complex and vital skill in the modern world. The need for such quantitative critical thinking occurs in many different contexts, and while it…