메뉴 건너뛰기




Volumn 12, Issue 1, 2007, Pages 23-45

Changes in rapid-guessing behavior over a series of assessments

Author keywords

[No Author keywords available]

Indexed keywords


EID: 34249678434     PISSN: 10627197     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15326977ea1201_2     Document Type: Article
Times cited : (53)

References (27)
  • 1
    • 0007201560 scopus 로고
    • Motivational effects on test scores of elementary students
    • Brown, S. M., & Walberg, H. J. (1993). Motivational effects on test scores of elementary students. Journal of Educational Research, 86, 133-136.
    • (1993) Journal of Educational Research , vol.86 , pp. 133-136
    • Brown, S.M.1    Walberg, H.J.2
  • 2
    • 84965695829 scopus 로고
    • Problems related to the use of conventional and item response theory equating methods in less optimal circumstances
    • Cook, L. L., & Petersen, N. S. (1987). Problems related to the use of conventional and item response theory equating methods in less optimal circumstances. Applied Psychological Measurement, 11, 225-244.
    • (1987) Applied Psychological Measurement , vol.11 , pp. 225-244
    • Cook, L.L.1    Petersen, N.S.2
  • 3
    • 34249736584 scopus 로고    scopus 로고
    • Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105-121). New York: Guilford.
    • Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105-121). New York: Guilford.
  • 5
    • 34249709132 scopus 로고    scopus 로고
    • Eccles (Parsons), J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., et al. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives: Psychological and sociological approaches (pp. 75-146). San Francisco: W. H. Freeman.
    • Eccles (Parsons), J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., et al. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives: Psychological and sociological approaches (pp. 75-146). San Francisco: W. H. Freeman.
  • 6
    • 34249724678 scopus 로고    scopus 로고
    • Haebara, T. (1980). Equating logistic ability scales by a weighted least squares method. (Iowa Testing Programs Occasional Papers, No. 27.) Iowa City, IA: Iowa Testing Programs. (ERIC Document Reproduction Service No. ED 193300)
    • Haebara, T. (1980). Equating logistic ability scales by a weighted least squares method. (Iowa Testing Programs Occasional Papers, No. 27.) Iowa City, IA: Iowa Testing Programs. (ERIC Document Reproduction Service No. ED 193300)
  • 7
    • 34249694318 scopus 로고
    • The influence of examinee test-taking motivation in computerized adaptive testing
    • April, Paper presented at the, San Francisco, ERIC Document Reproduction Service No. ED392839
    • Kim, J. G., & McLean, J. E. (1995, April). The influence of examinee test-taking motivation in computerized adaptive testing. Paper presented at the annual meeting of the National Council on Measurement in Education, San Francisco. (ERIC Document Reproduction Service No. ED392839)
    • (1995) annual meeting of the National Council on Measurement in Education
    • Kim, J.G.1    McLean, J.E.2
  • 8
    • 33645776744 scopus 로고    scopus 로고
    • Called to account: Analyzing the origins and spread of state performance-accountability policies for higher education
    • McLendon, M. K., Hearn, J. C., & Deaton, R. (2006). Called to account: Analyzing the origins and spread of state performance-accountability policies for higher education. Educational Evaluation and Policy Analysis, 28, 1-24.
    • (2006) Educational Evaluation and Policy Analysis , vol.28 , pp. 1-24
    • McLendon, M.K.1    Hearn, J.C.2    Deaton, R.3
  • 9
    • 21344490253 scopus 로고
    • The effect of anchor item characteristics on equivalent cutting scores
    • Norcini, J., Shea, J., & Lipman, R. (1994). The effect of anchor item characteristics on equivalent cutting scores. Applied Measurement in Education, 7, 187-194.
    • (1994) Applied Measurement in Education , vol.7 , pp. 187-194
    • Norcini, J.1    Shea, J.2    Lipman, R.3
  • 11
    • 0003177012 scopus 로고    scopus 로고
    • Effects of motivational interventions on the National Assessment of Educational Progress mathematics performance
    • O'Neil, H. F., Sugrue, B., & Baker, E. L. (1996). Effects of motivational interventions on the National Assessment of Educational Progress mathematics performance. Educational Assessment, 3, 135-137.
    • (1996) Educational Assessment , vol.3 , pp. 135-137
    • O'Neil, H.F.1    Sugrue, B.2    Baker, E.L.3
  • 12
    • 17644387360 scopus 로고    scopus 로고
    • Student effort and performance on a measure of postsecondary educational development
    • Iowa City, IA: American College Testing Program, ERIC Document Reproduction Service No. ED405380
    • Schiel, J. (1996). Student effort and performance on a measure of postsecondary educational development (ACT Research Report Series 96-9). Iowa City, IA: American College Testing Program. (ERIC Document Reproduction Service No. ED405380)
    • (1996) ACT Research Report Series 96 , vol.9
    • Schiel, J.1
  • 13
    • 19844383022 scopus 로고
    • Assessing speededness in computer-based tests using item response times
    • April, Paper presented at the, San Francisco, ERIC Document Reproduction Service No. ED383742
    • Schnipke, D. L. (1995, April). Assessing speededness in computer-based tests using item response times. Paper presented at the annual meeting of the National Council on Measurement in Education, San Francisco. (ERIC Document Reproduction Service No. ED383742)
    • (1995) annual meeting of the National Council on Measurement in Education
    • Schnipke, D.L.1
  • 14
    • 34249678613 scopus 로고    scopus 로고
    • Schnipke, D. L. (1996, April). How contaminated by guessing are item parameter estimates and what can be done about if? Paper presented at the annual meeting of the National Council on Measurement in Education, New York. (ERIC Document Reproduction Service No. ED400276)
    • Schnipke, D. L. (1996, April). How contaminated by guessing are item parameter estimates and what can be done about if? Paper presented at the annual meeting of the National Council on Measurement in Education, New York. (ERIC Document Reproduction Service No. ED400276)
  • 15
    • 0031287457 scopus 로고    scopus 로고
    • Modeling item response times with a two-state mixture model: A new method of measuring speededness
    • Schnipke, D. L., & Scrams, D. J. (1997). Modeling item response times with a two-state mixture model: A new method of measuring speededness. Journal of Educational Measurement, 34, 213-232.
    • (1997) Journal of Educational Measurement , vol.34 , pp. 213-232
    • Schnipke, D.L.1    Scrams, D.J.2
  • 16
    • 84965454738 scopus 로고
    • Developing a common metric in item response theory
    • Stocking, M. L., & Lord, F. M. (1983). Developing a common metric in item response theory. Applied Psycological Measurement, 7, 201-210.
    • (1983) Applied Psycological Measurement , vol.7 , pp. 201-210
    • Stocking, M.L.1    Lord, F.M.2
  • 17
    • 1642559621 scopus 로고    scopus 로고
    • An exploration of the psychology of the examinee: Can examinee self-regulation and test-taking motivation predict consequential and non-consequential test performance?
    • Sundre, D. L., & Kitsantas, A. (2004). An exploration of the psychology of the examinee: Can examinee self-regulation and test-taking motivation predict consequential and non-consequential test performance? Contemporary Educational Psychology, 29, 6-26.
    • (2004) Contemporary Educational Psychology , vol.29 , pp. 6-26
    • Sundre, D.L.1    Kitsantas, A.2
  • 19
    • 17644387904 scopus 로고
    • Effects of reinforcement and training on Title I students' groups standardized test performance
    • April, Paper presented at the, Los Angeles, ERIC Document Reproduction Service No. ED206655
    • Taylor, C., & White, K. R. (1981, April). Effects of reinforcement and training on Title I students' groups standardized test performance. Paper presented at the annual meeting of the American Educational Research Association, Los Angeles. (ERIC Document Reproduction Service No. ED206655)
    • (1981) annual meeting of the American Educational Research Association
    • Taylor, C.1    White, K.R.2
  • 21
    • 33646710126 scopus 로고    scopus 로고
    • An investigation of the differential effort received by items on a low-stakes, computer-based test
    • Wise, S. L. (2006). An investigation of the differential effort received by items on a low-stakes, computer-based test. Applied Measurement in Education, 19, 95-114.
    • (2006) Applied Measurement in Education , vol.19 , pp. 95-114
    • Wise, S.L.1
  • 22
    • 17644372418 scopus 로고    scopus 로고
    • Low examinee effort in low-stakes assessment: Problems and potential solutions
    • Wise, S. L., & DeMars, C. E. (2005). Low examinee effort in low-stakes assessment: Problems and potential solutions.. Educational Assessment, 10, 1-17.
    • (2005) Educational Assessment , vol.10 , pp. 1-17
    • Wise, S.L.1    DeMars, C.E.2
  • 23
    • 33645127618 scopus 로고    scopus 로고
    • An application of item response time: The effort-moderated IRT model
    • Wise, S. L., & DeMars, C. E. (2006). An application of item response time: The effort-moderated IRT model. Journal of Educational Measurement, 43, 19-38.
    • (2006) Journal of Educational Measurement , vol.43 , pp. 19-38
    • Wise, S.L.1    DeMars, C.E.2
  • 24
    • 19844377934 scopus 로고    scopus 로고
    • Response time effort: A new measure of examinee motivation in computer-based tests
    • Wise, S. L., & Kong, X. (2005). Response time effort: A new measure of examinee motivation in computer-based tests. Applied Measurement in Education, 18, 163-183.
    • (2005) Applied Measurement in Education , vol.18 , pp. 163-183
    • Wise, S.L.1    Kong, X.2
  • 25
    • 21844510717 scopus 로고
    • The consequence of consequences: Motivation, anxiety, and test performance
    • Wolf, L. F., & Smith, J. K. (1995). The consequence of consequences: Motivation, anxiety, and test performance. Applied Measurement in Education, 8, 227-242.
    • (1995) Applied Measurement in Education , vol.8 , pp. 227-242
    • Wolf, L.F.1    Smith, J.K.2
  • 27
    • 0141439647 scopus 로고    scopus 로고
    • Computer software and manual, Lincolnwood, IL: Scientific Software International
    • Zimowski, M. F., Muraki, E., Mislevy, R. J., & Bock, R. D. (2003). BILOG-MG 3.0 [Computer software and manual]. Lincolnwood, IL: Scientific Software International.
    • (2003) BILOG-MG 3.0
    • Zimowski, M.F.1    Muraki, E.2    Mislevy, R.J.3    Bock, R.D.4


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.