Response Time Effort: A New Measure of Examinee Motivation in Computer-Based Tests

By S. Wise, Xiaojing Kong. 2005

576 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Management Science and Operations Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d3fe430f3708d48c416d4e2d1e4c92b8d8a62886

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In Experimental and Cognitive Psychology

In Management Science and Operations Research

In Social Psychology

Citations in the corpus

Separating the Shirkers from the Workers? Making Sure Respondents Pay Attention on Self‐Administered Surveys (2014, background): “…information, we show that Screener passage is associated with greater time spent on additional both political science and psychology that uses amount of time spent on a survey page as a measure of respondent effort (Huang et al. 2012; Malhotra 2008; Wise and DeMars 2006; Wise and Kong 2005).”
Assessing critical thinking in higher education: the HEIghten™ approach and preliminary validity evidence (2016, background): “Such a finding is not unique to this study, but resonates with findings from other research studies examining test-taking motivation in a low-stakes context (e.g. Wise and Kong 2005; Wise and DeMars 2010; Liu, Bridgeman, and Adler 2012; Rios, Liu, and Bridgeman 2014; Liu, Rios, and Borden 2015).”
Examinee Noneffort and the Validity of Program Assessment Results (2010, methodology): “ability, such as SAT scores (S. Wise & Kong, 2005 ).”
Correlates of Rapid-Guessing Behavior in Low-Stakes Testing: Implications for Test Development and Measurement Practice (2009, background): “Wise and Kong (2005) noted, however, a limitation of these measures is that it is difficult to ascertain how truthfully examinees responded to the items.”
A Mixture Rasch Model With Item Response Time Components (2010, background): “guessing may occur on any test item, not just those near the end of the test ( Wise & Kong, 2005 ).”
Attaining information literacy: An investigation of the relationship between skill level, self-estimates of skill, and library anxiety (2007, background): “1 For a discussion of response time effort analysis, see Wise and Kong (2005).”
A Cross-National Comparison of Reported Effort and Mathematics Performance in TIMSS Advanced (2014, background): “Studies have further found near-zero correlations between reported effort and academic ability (Wise & DeMars, 2005; Wise & Kong, 2005), which suggests that reported effort is not just a proxy for perceived ability.”
Measuring Learning Outcomes in Higher Education (2012, methodology): “Besides relying on student self-report, researchers have also examined response time effort (RTE) for computer-based, unspeeded tests to determine student motivation (S. L. Wise & DeMars, 2006; S. L. Wise & Kong, 2005).”
Motivation Matters: Using the Student Opinion Scale to Make Valid Inferences About Student Performance (2009, methodology): “Wise and Kong (2005) correlated the sos with a test of information literacy.”
Do Examinees Have Similar Test-Taking Effort? A High-Stakes Question for Low-Stakes Testing (2010, background): “Further, the self-reported effort scores functioned as well as more direct measures of student effort (e.g., response-time effort) in identifying unmotivated examinees in a low-stakes context (Swerdzewski, Harmes, & Finney, 2009; Wise & Kong, 2005).”
Evaluating the Impact of Careless Responding on Aggregated-Scores: To Filter Unmotivated Examinees or Not? (2017, methodology): “In general, numerous studies have applied examinee-level filtering and have found that both mean scores and estimates of convergent validity improved (Kong et al., 2007; Sundre & Wise, 2003; Wise & DeMars, 2005; Wise, Kingsbury, Thomason, & Kong, 2004; Wise & Kong, 2005; Wise, Wise, & Bhola, 2006).”
Detecting and Deterring Insufficient Effort Responding to Surveys (2012, methodology): “Using computer-based assessments from 472 new college students, Wise and Kong (2005) found that response time converged significantly with self-reported effort and person-fit statistics in indicating response effort.”
Modeling Student Test-Taking Motivation in the Context of an Adaptive Achievement Test. (2016, methodology): “S. L. Wise and Kong (2005) studied the data from unspeeded, low-stakes tests and discovered instances of rapid-guessing behavior occurring throughout test events, and not just at the end as Schnipke and Scrams (1997) had observed with speeded, high-stakes tests.”