Interactive Learning Check: Identifying Low Effort in Testing and Surveys
Engage in an interactive learning check focusing on the limitations of traditional methods to identify low effort in testing and surveys. Explore how response time data is utilized to distinguish between rapid guessing and thoughtful responses. Gain insights into mitigating the impact of low effort on assessment outcomes.
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Learning Check Section 2 Please put into Slide Show Mode to begin interactive Activity (Slide Show From Beginning) 2 Instructions Instructions
Instructions Read each question. Then, think through each of the questions. Reveal Click to reveal the answers. Special Note: There is no audio for this learning check. Click here to Start Click here to Start
Question 1 Question 1 Answer What are the two primary limitations of using percent correct, person fit indices, and standard error of measurement (SEM)/test information to identify low effort? Each one could be caused by something other than low effort, and they do not allow effort detection at the item level, only the person level. Reveal Hide Instructions Next Instructions Next
Question 2 Answer Researchers visually inspected response time distributions, and noticed that many were bimodal, with one mode capturing very brief responses. They argued that these very brief responses were associated with rapid guessing behavior, while those from the other distribution represented solution behavior. Question 2 In what way was response time data first used to identify instances of low effort at the item level? Reveal Hide Previous Next Previous Next
You have reached the end of this activity. Please click anywhere to exit! Soland, J. (2023). Understanding and mitigating the impact of low effort on common uses of test and survey scores [Digital ITEMS Module 32]. Educational Measurement: Issues and Practice, 42(2), 75-76. Previous Previous
