Exploring the Utility of Nonfunctional Distractors

Using Item Scores and Distractors in Person‐Fit Assessment

“…Specifically, the change point procedure of Shao, Li, and Cheng (2016) could be modified to monitor changes in $$\hat{\theta }$$ and $$\hat{\eta }$$ to detect test speededness, and provide an estimate of the point at which the speeded behavior begins. Distractor analyses could also be paired with an analysis of response time, or other process data, in order to develop a deeper understanding of what may be causing unusual behavior (Sarac & Feinberg, 2022).…”

The development of the reading comprehension—Progress monitoring (RC-PM) tool for late elementary students

“…However, researchers also point at the high processing demands of answering MC questions, since readers have to weigh several answer options against each other (Calet et al, 2020). In this respect, it is advised to include MC items with three answer options, since these maintain psychometric quality if a sufficient number of items are included (i.e., item difficulty and discrimination does almost not reduce from four to three options items) and maximizes efficiency by reducing the cognitive load and test administration time (Rodriguez, 2005;Haladyna and Rodriguez, 2013;Simms et al, 2019;Holzknecht et al, 2021;Sarac and Feinberg, 2022). Also for students with learning/ reading difficulties, three option MC items are recommended (Goegan et al, 2018).…”