Application of the Overclaiming Technique to Scholastic Assessment

Autor/inn/en	Paulhus, Delroy L.; Dubois, Patrick J.
Titel	Application of the Overclaiming Technique to Scholastic Assessment
Quelle	In: Educational and Psychological Measurement, 74 (2014) 6, S.975-990 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164414536184
Schlagwörter	Educational Assessment; Knowledge Level; Accuracy; Cognitive Ability; Bias; Robustness (Statistics); Psychology; Multiple Choice Tests; Essay Tests; Comparative Analysis; Test Validity; Prediction; Responses; Undergraduate Students; Predictor Variables; Predictive Validity; Correlation; Regression (Statistics); Self Concept; Time on Task; Familiarity + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Wissensbasis; Denkfähigkeit; Widerstandsfähigkeit; Psychologie; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Schriftlicher Sprachgebrauch; Testvalidität; Vorhersage; Prädiktor; Korrelation; Regression; Regressionsanalyse; Selbstkonzept; Zeitaufwand
Abstract	The overclaiming technique is a novel assessment procedure that uses signal detection analysis to generate indices of knowledge accuracy (OC-accuracy) and self-enhancement (OC-bias). The technique has previously shown robustness over varied knowledge domains as well as low reactivity across administration contexts. Here we compared the OC-accuracy index with multiple choice (MC) and short answer (SA) tests in assessing knowledge of introductory psychology topics in a sample of 108 undergraduates. Results indicated that OC-accuracy was (a) comparable to MC and SA in predicting overall course grades and (b) superior to SA tests in reliability achieved per unit administration time. By including the OC-bias index, the overclaiming method also adds a unique element to scholastic testing, namely, a measure of knowledge self-enhancement. The latter index was a "negative" predictor of overall course grade, suggesting a narcissistic self-destructiveness. Because the self-enhancement index adds no extra administration time to the knowledge measure, the overclaiming approach provides a more rich and efficient information source compared with traditional methods of scholastic assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10