Browsing by Subject "Response times"
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Item Incorporating Response Times in Item Response Theory Models of Reading Comprehension Fluency(2017-06) Su, ShiyangWith the online assessment becoming mainstream and the recording of response times becoming straightforward, the importance of response times as a measure of psychological constructs has been recognized and the literature of modeling times has been growing during the last few decades. Previous studies have tried to formulate models and theories to explain the construct underlying response times, the relationship between response times and response accuracy, and to understand examinees’ behaviors. Different from most existing psychometric models, the current study is based on the idea of reading comprehension fluency in the reading literature and proposes several item response theory based models combining response times and response accuracy. To better understand the construct of reading comprehension fluency, the current study used a new computer-administered assessment of reading comprehension and recorded both the responses and response times of each item. Response times connect examinees’ performance on the reading comprehension test to the concepts of fluency or automaticity in the reading literature, concepts that are evidenced by responses that are accurate and appropriately fast. The current study evaluates reading comprehension fluency through two approaches: one with polytomously scored variables and one with conditional variables. The models show the benefits of using the response time information in terms of improving the construct validity when the measured latent construct is reading comprehension fluency. The current study contributes to an interpretation of the latent trait of reading fluency. The models can be used to identify the intervals along the comprehension continuum in which the students tend to read fluently.Item Measuring speed of numerical reasoning.(2010-12) Huang, LanIf numerical reasoning items are administered with time limits, will two dimensions be required to account for the responses, a numerical ability dimension and a speed dimension? If we want to know how quickly a person solves a problem, how can we obtain a reliable measure of speed? This study reanalyzed the data collected by Semmes, Davison, & Close (2009) in which one hundred and eighty-one college students answered 74 numerical reasoning items. Every item was administered with and without a time limit by half of the students. Three two-dimensional models were fit to item responses under self-paced and experimenter-paced conditions and response times under self-paced administrations. The best fitting model suggested that, other than the Level dimension, a second Speed dimension was needed to account for variation in numerical reasoning performance under experimenter-paced administration. After adding response time to the model, we saw a significant increase in the reliability estimate for the Speed factor compared to prior research with the same data, but estimating speed scores using only the experimenter-paced responses (Semmes et al., 2009). The validity of the Speed dimension was supported by its unique contribution to the prediction of ACT scores after controlling for the variation accounted for by the Level dimension. An alternative method of measuring Speed is mentioned. Some previous research using response times for other purposes besides measurement of speed are also discussed.