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Effects of test anxiety, time pressure, ability and gender on response aberrance

Chen, Jing
http://rave.ohiolink.edu/etdc/view?acc_num=osu1092840837

Abstract Details

2004, Doctor of Philosophy, Ohio State University, Educational Policy and Leadership.
This research investigated the effects of test anxiety, time pressure, ability and gender (independent variables), as well as their potential interaction effects on response aberrance, as measured by W*, B*, INFIT, OUTFIT, X2dif, X2ord and M (dependent variables). In addition, the construct(s) underlying these 7 indices and the overlap in their aberrance detection were explored. Finally, 4 types of test-taking behavior associated with test anxiety and time pressure, namely, start-up anxiety, random guessing, early quitting and plodding, were examined with respect to the independent variables. The sensitivity of the 7 indices to the 4 types of test-taking behavior was demonstrated using a computer simulation study beforehand. The research data came from an English language test administered to 450 junior-high-school students in China. Half of the students received the test under the timed condition, and the other half under the untimed condition. For 5 of the 7 indices, ability was found to interact with the time condition with regard to response aberrance. Time pressure tends to impact medium- and high-ability students, but not low-ability students, on their response aberrance as measured by INFIT, OUTFIT and X2ord. For the within-ability component of response aberrance, students at all 3 ability levels exhibit an increase under time pressure, with low-ability students having the biggest increase. For the beyond-ability component of aberrance, students at low and medium ability levels exhibit a decrease under time pressure, while students at the high ability level show an increase. As expected, males consistently demonstrate higher aberrance levels than females, as measured by W*, INFIT, OUTFIT and M indices. Construct analyses for the timed group identified a general aberrance factor measuring deviance from the Guttman model; whereas, for the untimed group, a more specific beyond-ability aberrance factor was identified. The observed overlap in aberrance detection supports this finding. Normed against the Guttman model, INFIT, OUTFIT and M are indicators of general aberrance, while W*, B* and X2dif are indicators of more specific types of aberrance. In contrast, X2ord measures aberrance from yet another perspective different from the Guttman model. A self-report Test-taking Behavior Survey helps understand these findings. Further research needs are suggested.
Ayres D'Costa (Advisor)
255 p.
Education, Tests and Measurements
ABERRANCE; TEST ANXIETY; examinee; Response Patterns; INFIT; ANXIETY; untimed

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Citations

  • Chen, J. (2004). Effects of test anxiety, time pressure, ability and gender on response aberrance [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092840837

    APA Style (7th edition)

  • Chen, Jing. Effects of test anxiety, time pressure, ability and gender on response aberrance. 2004. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1092840837.

    MLA Style (8th edition)

  • Chen, Jing. "Effects of test anxiety, time pressure, ability and gender on response aberrance." Doctoral dissertation, Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092840837

    Chicago Manual of Style (17th edition)

osu1092840837
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© 2004, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.