000			02124nam a22002057a 4500
005			20240108104336.0
008			240108b ||||| |||| 00| 0 eng d
022			_a0022-0973
100			_aRijn, Peter W. van
245			_aImpact of Scoring Instructions, Timing, and Feedback on Measurement _b: An Experimental Study (Journal Article)
260			_aUSA _:: Taylor and Francis Group _c, September 2023
300			_a576-598p.
440			_aThe Journal of Experimental Education _v, Volume 91: Number 3, 2023
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: We investigated whether and to what extent different scoring instructions, timing conditions, and direct feedback affect performance and speed. An experimental study manipulating these factors was designed to address these research questions. According to the factorial design, participants were randomly assigned to one of twelve study conditions. We collected data from 2,484 participants on 20 quantitative reasoning items obtained from an admissions test for graduate and professional schools. The results showed that there were significant differences in both performance and speed between the conditions. Both item time limits and feedback led to faster but less accurate responses. The results for scoring instructions with an emphasis on speed and test time limits were mixed with respect to accuracy, but the responses in these conditions were generally faster. Notwithstanding these experimental effects, measurement invariance held for models fitted to response accuracy and response time, which means that the manipulations could reasonably be summarized through impact on structural parameters (latent means and variances) of the studied models. This finding is supported by the lack of differences between conditions in the correlations with an external measure of quantitative reasoning.
650			_aFeedback| measurement invariance| scoring instructions| time limits
700			_aAttali, Yigal | Ali, Usama S.
856			_uhttps://doi.org/10.1080/00220973.2021.1969532
942			_cPER
999			_c45043 _d45042