ABSTRACT

Collecting process data in computer-based assessments provides opportunities to describe examinee behaviour during a test-taking session. The number of actions taken by students while interacting with an item is in this context a variable that has been gaining attention. The present study aims to investigate how the number of actions performed on constructed-response items relates to self-reported effort, performance, and item cluster position in the test. The theory of planned behaviour was used as an interpretative framework. Data from two item clusters of the 2015 Swedish Programme for International Student Assessment (PISA) Science administration were utilised. Results showed that the number of actions was significantly related to performance on the items, self-reported test-taking effort, and cluster position. Latent variable models were examined separately for performance-level groups. Overall, the number of actions performed on constructed-response items as a behavioural indicator in testing situations may be useful in gauging test-taking engagement.

摘要

在基于计算机的评估中收集过程数据提供了描述考生在考试期间的行为的机会。在这种情况下，学生在与项目交互时采取的行动数量是一个引起关注的变量。本研究旨在调查对构建响应项目执行的操作数量与测试中自我报告的努力、绩效和项目集群位置之间的关系。计划行为理论被用作解释框架。使用了 2015 年瑞典国际学生评估计划 (PISA) 科学管理的两个项目群的数据。结果表明，动作的数量与项目的表现、自我报告的应试努力和集群位置显着相关。潜变量模型分别针对绩效水平组进行了检查。总体而言，在构建响应项目上执行的操作数量作为测试情况下的行为指标可能有助于衡量应试参与度。