Changes in the Speed-Ability Relation Through Different Treatments of Rapid Guessing.

As researchers in the social sciences, we are often interested in studying not directly observable constructs through assessments and questionnaires. But even in a well-designed and well-implemented study, rapid-guessing behavior may occur. Under rapid-guessing behavior, a task is skimmed shortly but not read and engaged with in-depth.

Disengaged response behavior when the response button is blocked: Evaluation of a micro-intervention.

In large-scale assessments, disengaged participants might rapidly guess on items or skip items, which can affect the score interpretation's validity. This study analyzes data from a linear computer-based assessment to evaluate a micro-intervention that blocked the possibility to respond for 2 s. The blocked response was implemented to prevent participants from accidental navigation and as a naive attempt to prevent rapid guesses and rapid omissions.

General cognitive ability assessment in the German National Cohort (NAKO) - The block-adaptive number series task.

Evaluate the block-adaptive number series task of reasoning, as a time-efficient proxy of general cognitive ability in the Level-2 sample of the German National Cohort (NAKO), a population-based mega cohort. The number series task consisted of two blocks of three items each, administered as part of the touchscreen-based assessment. Based on performance on the first three items, a second block of appropriate difficulty was automatically administered.

A Response-Time-Based Latent Response Mixture Model for Identifying and Modeling Careless and Insufficient Effort Responding in Survey Data.

Careless and insufficient effort responding (C/IER) can pose a major threat to data quality and, as such, to validity of inferences drawn from questionnaire data. A rich body of methods aiming at its detection has been developed. Most of these methods can detect only specific types of C/IER patterns.

More Than (Single) Text Comprehension? - On University Students' Understanding of Multiple Documents.

The digital revolution has made a multitude of text documents from highly diverse perspectives on almost any topic easily available. Accordingly, the ability to integrate and evaluate information from different sources, known as multiple document comprehension, has become increasingly important. Because multiple document comprehension requires the integration of content and source information across texts, it is assumed to exceed the demands of single text comprehension due to the inclusion of two additional mental representations: the integrated situation model and the intertext model.

Reanalysis of the German PISA Data: A Comparison of Different Approaches for Trend Estimation With a Particular Emphasis on Mode Effects.

International large-scale assessments, such as the Program for International Student Assessment (PISA), are conducted to provide information on the effectiveness of education systems. In PISA, the target population of 15-year-old students is assessed every 3 years. Trends show whether competencies have changed in the countries between PISA cycles.

Validating process variables of sourcing in an assessment of multiple document comprehension.

Background: With digital technologies, competence assessments can provide process data, such as mouse clicks with corresponding timestamps, as additional information about the skills and strategies of test takers. However, in order to use variables generated from process data sensibly for educational purposes, their interpretation needs to be validated with regard to their intended meaning.

Aims: This study seeks to demonstrate how process data from an assessment of multiple document comprehension can be used to represent sourcing, which summarizes activities for the consideration of the origin and intention of documents.

Modelling individual response time effects between and within experimental speed conditions: A GLMM approach for speeded tests.

Completing test items under multiple speed conditions avoids the performance measure being confounded with individual differences in the speed-accuracy compromise, and offers insights into the response process, that is, how response time relates to the probability of a correct response. This relation is traditionally represented by two conceptually different functions: the speed-accuracy trade-off function (SATF) across conditions relating the condition average response time to the condition average of accuracy, and the conditional accuracy function (CAF) within a condition describing accuracy conditional on response time. Using a generalized linear mixed modelling approach, we propose an item response modelling framework that is suitable for item response and response time data from experimental speed conditions.

Adaptive screening for depression--recalibration of an item bank for the assessment of depression in persons with mental and somatic diseases and evaluation in a simulated computer-adaptive test environment.

Objective: This study conducted a simulation study for computer-adaptive testing based on the Aachen Depression Item Bank (ADIB), which was developed for the assessment of depression in persons with somatic diseases. Prior to computer-adaptive test simulation, the ADIB was newly calibrated.

Methods: Recalibration was performed in a sample of 161 patients treated for a depressive syndrome, 103 patients from cardiology, and 103 patients from otorhinolaryngology (mean age 44.

Development and evaluation of a computer adaptive test to assess anxiety in cardiovascular rehabilitation patients.

Objective: To develop and evaluate a computer adaptive test for the assessment of anxiety in cardiovascular rehabilitation patients (ACAT-cardio) that tailors an optimal test for each patient and enables precise and time-effective measurement.

Design: Simulation study, validation study (against the anxiety subscale of the Hospital Anxiety and Depression Scale and the physical component summary scale of the 12-Item Short-Form Health Survey), and longitudinal study (beginning and end of rehabilitation).

Setting: Cardiac rehabilitation centers.