Item Development Research and Practice

Albano, Anthony D.; Rodriguez, Michael C.

doi:10.1007/978-3-319-71126-3_12

Cited by 6 publications

(5 citation statements)

References 31 publications

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“…School and licensing/certification exams still use a single instance based item writing process that capitalizes on manual, committee based exercises (Albano & Rodriguez, 2018). However, there is a significant shift taking place in the way tests are administered, why they are designed, and who writes them (Gierl et al, 2021).…”

Section: Implications In the Context Of Education Assessment And Test...mentioning

confidence: 99%

A suggestive approach for assessing item quality, usability and validity of Automatic Item Generation

Falcão

Pereira

Gonçalves³

et al. 2023

Adv in Health Sci Educ

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Automatic Item Generation (AIG) refers to the process of using cognitive models to generate test items using computer modules. It is a new but rapidly evolving research area where cognitive and psychometric theory are combined into digital framework. However, assessment of the item quality, usability and validity of AIG relative to traditional item development methods lacks clarification. This paper takes a top-down strong theory approach to evaluate AIG in medical education. Two studies were conducted: Study I—participants with different levels of clinical knowledge and item writing experience developed medical test items both manually and through AIG. Both item types were compared in terms of quality and usability (efficiency and learnability); Study II—Automatically generated items were included in a summative exam in the content area of surgery. A psychometric analysis based on Item Response Theory inspected the validity and quality of the AIG-items. Items generated by AIG presented quality, evidences of validity and were adequate for testing student’s knowledge. The time spent developing the contents for item generation (cognitive models) and the number of items generated did not vary considering the participants' item writing experience or clinical knowledge. AIG produces numerous high-quality items in a fast, economical and easy to learn process, even for inexperienced and without clinical training item writers. Medical schools may benefit from a substantial improvement in cost-efficiency in developing test items by using AIG. Item writing flaws can be significantly reduced thanks to the application of AIG's models, thus generating test items capable of accurately gauging students' knowledge.

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Section: Implications In the Context Of Education Assessment And Test...mentioning

confidence: 99%

A suggestive approach for assessing item quality, usability and validity of Automatic Item Generation

Falcão

Pereira

Gonçalves³

et al. 2023

Adv in Health Sci Educ

View full text Add to dashboard Cite

show abstract

“…Meanwhile, subjective questions, also known as constructed-response items, are more liberal in accepting candidates' answers. The marking scheme or rubrics are provided merely to guide guidance for raters on how to mark but not to limit the accepted answers (Albano and Rodrigues, 2018). From the psychometric perspective, this type of question intends to assess candidates in a more sophisticated and complex skills that may entail many subdomains (Zlatkin-Troitschanskaia et al, 2019).…”

Section: Rating Processmentioning

confidence: 99%

Rater severity differences in English language as a second language speaking assessment based on rating experience, training experience, and teaching experience through many-faceted Rasch measurement analysis

Noh¹,

Matore

2022

Front. Psychol.

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Evaluating candidates’ answers in speaking skill is difficult and rarely explored. This task is challenging and can bring inconsistency in the rating quality among raters, especially in speaking assessments. Severe raters will bring more harm than good to the results that candidates receive. Many-faceted Rasch measurement (MFRM) was used to explore the differences in teachers’ rating severity based on their rating experience, training experience, and teaching experience. The research uses a quantitative approach and a survey method to enlist 164 English teachers who teach lower secondary school pupils, who were chosen through a multistage clustered sampling procedure. All the facets involving teachers, candidates, items, and domains were calibrated using MFRM. Every teacher scored six candidates’ responses in a speaking test consisting of three question items, and they were evaluated across three domains, namely vocabulary, grammar, and communicative competence. Results highlight that the rating quality was different in terms of teachers’ rating experience and teaching experience. However, training experience did not bring any difference to teachers’ rating quality on speaking test. The evidence from this study suggests that the two main factors of teaching and rating experience must be considered when appointing raters for the speaking test. The quality of training must be improved to produce a rater with good professional judgment. Raters need to be supplied with answer samples with varied levels of candidates’ performance to practice before becoming a good rater. Further research might explore any other rater bias that may impact the psychological well-being of certain groups of students.

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“…There are also subjective items scored objectively, for instance, short-response items. A significant difference between the two types of items lies in the freedom warranted to raters while scoring (Albano & Rodrigues, 2018). Objectively scored items are marked with rigidity, and answers that are not provided in the answer keys are not acceptable.…”

Section: Raters' Rating Performancementioning

confidence: 99%

Rating Performance among Raters of Different Experience Through Multi-Facet Rasch Measurement (MFRM) Model

Noh

Matore

2020

Eğitimde Ve Psikolojide Ölçme Ve Değerlendirme Dergisi

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One's experience can greatly contribute to a diversified rating performance in educational scoring. Heterogeneous ratings can negatively affect examinees' results. The aim of the study is to examine raters' rating performance in assessing oral tests among lower secondary school students using Multi-facet Rasch Measurement (MFRM) model indicated by raters' severity. Respondents are thirty English Language teachers clustered into two groups based on their rating experience in high-stakes assessment. The respondents listened to ten examinees' recorded answers of three oral test items and provided their ratings. Instruments include items, examinees' answers, scoring rubric, and scoring sheet used to appraise examinees' competence in three domains which are vocabulary, grammar, and communicative competence. MFRM analysis showed that raters exhibited diversity in their severity level with chisquare χ 2 =2.661. Raters' severity measures ranged from 2.13 to -1.45 logits. Independent t-test indicated that there was a significant difference in ratings provided by the inexperienced and the experienced raters, t-value = -0.96, df = 28, p<0.01. The findings of this study suggest that assessment developers must ensure raters are well versed before they can rate examinees in operational settings gained through assessment practices or rater training. Further research is needed to account for the varying effects of rating experience in other assessment contexts and the effects of interaction between facets on estimates of examinees' measures. The present study provides additional evidence with respect to the role of rating experience in inspiring raters to provide accurate ratings.

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Item Development Research and Practice

Cited by 6 publications

References 31 publications

A suggestive approach for assessing item quality, usability and validity of Automatic Item Generation

A suggestive approach for assessing item quality, usability and validity of Automatic Item Generation

Rater severity differences in English language as a second language speaking assessment based on rating experience, training experience, and teaching experience through many-faceted Rasch measurement analysis

Rating Performance among Raters of Different Experience Through Multi-Facet Rasch Measurement (MFRM) Model

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