Related papers: Does it matter if you answer slowly?
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'…
A recent paper by Salehi et al. claims that the differences found between major demographic groups on scores in introductory college physics tests are due to differences in pre-college preparation. No evidence is produced, however, to show…
Previous research has suggested that changing the percentage of the course grade associated with exam grades in STEM courses can change the gender gap in the course. It has also been shown that assessments with the highest stakes have the…
Reaction time studies with computers investigate how and how quickly participants respond to changing sensory input. They promise simple and precise measurement of time and inputs and offer interesting insights into human behavior. However,…
We consider a simple-model population, whose individuals react with a certain delay to temporal variations of their habitat. We investigate the impact of such a delayed-answer on the survival chances of the population, both in a…
Scaling the test-time compute of large language models has demonstrated impressive performance on reasoning benchmarks. However, existing evaluations of test-time scaling make the strong assumption that a reasoning system should always give…
We explore whether the human ratings of open ended responses can be explained with non-content related features, and if such effects vary across different mathematics-related items. When scoring is rigorously defined and rooted in a…
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.…
The existence of gender differences in student performance on conceptual assessments and their responses to attitudinal assessments has been repeatedly demonstrated. This difference is often present in students' preinstruction responses and…
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…
Studies examining gender differences in introductory physics show a consensus when it comes to a gender gap on conceptual assessments; however, the story is not as clear when it comes to differences in gendered performance on exams. This…
We have investigated the difference in persistence between male and female students while taking undergraduatephysics courses. To quantify the persistence of a certain group of students, we have defined 'persistence index' as the inverseof…
A general framework of latent trait item response models for continuous responses is given. In contrast to classical test theory models, which traditionally distinguish between true scores and error scores, the responses are clearly linked…
It has been found that activation of a stereotype, for example by indicating one's gender before a test, typically alters performance in a way consistent with the stereotype, an effect called "stereotype threat". On a standardized…
Non-linear dynamics is probably much more common in the epigenetic dynamics of living beings than hitherto recognized. Here we report a case of global bifurcation triggered by gender that affects higher cognitive functions in humans. We…
Assessment of learning in higher education is a critical concern to policy makers, educators, parents, and students. And, doing so appropriately is likely to require including constructed response tests in the assessment system. We examined…
Many instructors choose to assess their students using open-ended written exam items that require students to show their understanding of physics by solving a problem and/or explaining a concept. Grading these items is fairly time…
Training large-scale models presents challenges not only in terms of resource requirements but also in terms of their convergence. For this reason, the learning rate (LR) is often decreased when the size of a model is increased. Such a…
Statistical significance testing of differences in values of metrics like recall, precision and balanced F-score is a necessary part of empirical natural language processing. Unfortunately, we find in a set of experiments that many commonly…
This study examines the impact of positive and negative contrast polarities (i.e., light and dark modes) on the performance of younger adults and people in their late adulthood (PLA). In a crowdsourced study with 134 participants (69 below…