The Effect of Drag-and-Drop Item Features on Test-Taker Performance and Response Strategies

Autor/inn/en	Arslan, Burcu; Jiang, Yang; Keehner, Madeleine; Gong, Tao; Katz, Irvin R.; Yan, Fred
Titel	The Effect of Drag-and-Drop Item Features on Test-Taker Performance and Response Strategies
Quelle	In: Educational Measurement: Issues and Practice, 39 (2020) 2, S.96-106 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arslan, Burcu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-1745
DOI	10.1111/emip.12326
Schlagwörter	Test Items; Computer Assisted Testing; Test Format; Decision Making; Test Construction; Test Validity; Responses; Schemata (Cognition); Adults; Mathematics Tests + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Testentwicklung; Decision-making; Entscheidungsfindung; Testaufbau; Testvalidität; Cognition; Schema; Kognition
Abstract	Computer-based educational assessments often include items that involve drag-and-drop responses. There are different ways that drag-and-drop items can be laid out and different choices that test developers can make when designing these items. Currently, these decisions are based on experts' professional judgments and design constraints, rather than empirical research, which might threaten the validity of interpretations of test outcomes. To this end, we investigated the effect of drag-and-drop item features on test-taker performance and response strategies with a cognition-centered approach. Four hundred and seventy-six adult participants solved content-equivalent drag-and-drop mathematics items under five design variants. Results showed that: (a) test takers' performance and response strategies were affected by the experimental manipulations, and (b) test takers mostly used cognitively efficient response strategies regardless of the manipulated item features. Implications of the findings are provided to support test developers' design decisions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01