Steven L Wise
Biographic Data
| ID | 2362892 |
|---|---|
| NAME | Steven L Wise |
| GIVEN NAMES | Steven L |
| FAMILY NAME | Wise |
| SIGNATURE | WISE S L |
| AFFILIATIONS | University of Nebraska–Lincoln |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 1 |
Controlling construct-irrelevant factors through computer-based testing
A decision of whether to move from paper-and-pencil to computer-based tests is based largely on a careful weighing of the potential benefits of a change against its costs, disadvantages, and challenges. This paper briefly discusses the trade-offs involved in making such a transition, and then focuses on a relatively unexplored benefit of computer-based tests – the control of construct-irrelevant factors that can threaten test score validity. Seve…
Setting the Response Time Threshold Parameter to Differentiate Solution Behavior From Rapid-Guessing Behavior
This study compared four methods for setting item response time thresholds to differentiate rapid-guessing behavior from solution behavior. Thresholds were either (a) common for all test items, (b) based on item surface features such as the amount of reading required, (c) based on visually inspecting response time frequency distributions, or (d) statistically estimated using a two-state mixture model. The thresholds were compared using the criter…
Response Time Effort
When low-stakes assessments are administered, the degree to which examinees give their best effort is often unclear, complicating the validity and interpretation of the resulting test scores. This study introduces a new method, based on item response time, for measuring examinee test-taking effort on computer-based test items. This measure, termed response time effort (RTE), is based on the hypothesis that when administered an item, unmotivated e…
Low Examinee Effort in Low-Stakes Assessment
Student test-taking motivation in low-stakes assessment testing is examined in terms of both its relationship to test performance and the implications of low student effort for test validity. A theoretical model of test-taking motivation is presented, with a synthesis of previous research indicating that low student motivation is associated with a substantial decrease in test performance. A number of assessment practices and data analytic procedu…
The Role of Item Feedback in Self-Adapted Testing
Previous research has shown self-adapted testing to be a promising alternative to computerized adaptive testing. The present study looked at the importance of item feedback in self-adapted testing. Computerized adaptive tests and self-adapted tests were compared under both feedback and no-feedback conditions. The self-adapted tests yielded higher test performance and lower anxiety than the computerized adaptive tests regardless of feedback condit…
An Investigation of Self-Adapted Testing in a Spanish High School Population
This study, using Spanish high school students, compared four types of a computer-based English vocabulary test: (a) a self-adapted test (SAT), (b) a computerized adaptive test (CAT), (c) a conventional test of randomly selected items, and (d) a test that combined SAT and CAT (SCAT). No statistically significant differences were found among the test types for either estimated ability or posttest anxiety. Statistically significant differences were…
The Development and Validation of a Scale Measuring Desire for Control on Examinations
The Desire for Control on Examinations (DCE) scale was developed as a brief measure of the desire for control that individuals feel in an examination context. Based on data from tiree independent samples, the 13-item DCE exhibited both acceptable levels of reliability and substantial construct validity evidence. In addition, the DCE was found to be a more sensitive measure of desire for control in an examination context than Burger's general desi…
Conducting Self-Adapted Testing Using Microcat
This article describes MCATL program code for using the MicroCAT 3.5 testing software to administer several types of self-adapted tests. Code is provided for a (a) basic self-adapted test, (b) self-adapted version of an adaptive mastery test, and (c) restricted self-adapted test
Effects of Informed Item Selection on Test Performance and Anxiety for Examinees Administered a Self-Adapted Test
In self-adapted testing (SAT), examinees select difficulty levels of items administered. This study investigated three variations of prior information provided when taking a SAT: (a) No Information: Examinees selected item difficulty levels without prior information; (b) View: Examinees inspected a typical item from each difficulty level prior to the SAT; (c) Route: Examinees answered a typical item from each difficulty level and were informed pr…
Development of the Multicultural Counseling Inventory
This article presents the Multicultural Counseling Inventory, a self-report instrument that measures multicultural counseling competencies in counselors.
Teacher Beliefs About Training in Testing and Measurement
Teachers spend approximately one third of their time in assessment activities, yet most states do not require a course in tests and measurement for certification. Three hundred ninety-seven teachers completed a survey of their formal measurement training, their beliefs about the ade quacy and importance of their training, influences on their measurement knowledge, and their perceived abilities in measurement. Forty-seven percent of the teachers r…
Providing Item Feedback in Computer-Based Tests
This study investigated the effects of providing item feedback on student achievement test performance and anxiety, and how these effects may be moderated by the amount of success and students experience on the initial items of the test. Introductory statistics students were randomly assigned to six forms of a computer-based algebra test that differed in terms of (a) the difficulty of the first five items, and (b) the type of item feedback provid…
Assessing the Dimensionality of Dichotomous Data Using Modified Order Analysis
Previous research has shown that order analysis and factor analysis typically yield different results in assessing the dimensionality of dichotomous data. This paper demonstrates that, through the inclusion of item proximity information, the dimensions identified by order analysis can be highly congruent with the results of factor analysis. A modified order analysis procedure is presented and compared to factor analysis using both simulated data …
The Development and Validation of the Personality Priorities Inventory for Adolescents
This study reports the development of the Personality Priorities Inventory for Adolescents (PPIA). The 50-item PPIA was based on Kefir's (1971, 1982) theory of personality priorities. A factor analysis of the PPIA, based on the responses of 935 secondary school students' indicated the presence of four common factors labeled: Pleasing, Significance, Detaching, and Avoiding. Subscales formed on the basis of these factors were found to have satisfac…
The Development and Validation of a Scale Measuring Attitudes toward Statistics
This study describes the development and validation of a new instrument entitled Attitudes Toward Statistics (ATS) to be used in the measurement of attitude change in introductory statistics students. Two ATS subscales are identified: Attitude Toward Course and Attitude Toward the Field, respectively. These subscales were demonstrated to have both high internal consistency and test-retest reliability. It is further shown that each ATS subscale pr…
Teacher Beliefs About Training in Testing and Measurement
Teachers spend approximately one third of their time in assessment activities, yet most states do not require a course in tests and measurement for certification. Three hundred ninety-seven teachers completed a survey of their formal measurement training, their beliefs about the ade quacy and importance of their training, influences on their measurement knowledge, and their perceived abilities in measurement. Forty-seven percent of the teachers r…
The Development and Validation of a Scale Measuring Attitudes toward Statistics
This study describes the development and validation of a new instrument entitled Attitudes Toward Statistics (ATS) to be used in the measurement of attitude change in introductory statistics students. Two ATS subscales are identified: Attitude Toward Course and Attitude Toward the Field, respectively. These subscales were demonstrated to have both high internal consistency and test-retest reliability. It is further shown that each ATS subscale pr…
Assessing the Dimensionality of Dichotomous Data Using Modified Order Analysis
Previous research has shown that order analysis and factor analysis typically yield different results in assessing the dimensionality of dichotomous data. This paper demonstrates that, through the inclusion of item proximity information, the dimensions identified by order analysis can be highly congruent with the results of factor analysis. A modified order analysis procedure is presented and compared to factor analysis using both simulated data …
The Development and Validation of the Personality Priorities Inventory for Adolescents
This study reports the development of the Personality Priorities Inventory for Adolescents (PPIA). The 50-item PPIA was based on Kefir's (1971, 1982) theory of personality priorities. A factor analysis of the PPIA, based on the responses of 935 secondary school students' indicated the presence of four common factors labeled: Pleasing, Significance, Detaching, and Avoiding. Subscales formed on the basis of these factors were found to have satisfac…
Providing Item Feedback in Computer-Based Tests
This study investigated the effects of providing item feedback on student achievement test performance and anxiety, and how these effects may be moderated by the amount of success and students experience on the initial items of the test. Introductory statistics students were randomly assigned to six forms of a computer-based algebra test that differed in terms of (a) the difficulty of the first five items, and (b) the type of item feedback provid…
Teacher Beliefs About Training in Testing and Measurement
Teachers spend approximately one third of their time in assessment activities, yet most states do not require a course in tests and measurement for certification. Three hundred ninety-seven teachers completed a survey of their formal measurement training, their beliefs about the ade quacy and importance of their training, influences on their measurement knowledge, and their perceived abilities in measurement. Forty-seven percent of the teachers r…
Development of the Multicultural Counseling Inventory
This article presents the Multicultural Counseling Inventory, a self-report instrument that measures multicultural counseling competencies in counselors.
Effects of Informed Item Selection on Test Performance and Anxiety for Examinees Administered a Self-Adapted Test
In self-adapted testing (SAT), examinees select difficulty levels of items administered. This study investigated three variations of prior information provided when taking a SAT: (a) No Information: Examinees selected item difficulty levels without prior information; (b) View: Examinees inspected a typical item from each difficulty level prior to the SAT; (c) Route: Examinees answered a typical item from each difficulty level and were informed pr…
The Development and Validation of a Scale Measuring Desire for Control on Examinations
The Desire for Control on Examinations (DCE) scale was developed as a brief measure of the desire for control that individuals feel in an examination context. Based on data from tiree independent samples, the 13-item DCE exhibited both acceptable levels of reliability and substantial construct validity evidence. In addition, the DCE was found to be a more sensitive measure of desire for control in an examination context than Burger's general desi…
Conducting Self-Adapted Testing Using Microcat
This article describes MCATL program code for using the MicroCAT 3.5 testing software to administer several types of self-adapted tests. Code is provided for a (a) basic self-adapted test, (b) self-adapted version of an adaptive mastery test, and (c) restricted self-adapted test
The Role of Item Feedback in Self-Adapted Testing
Previous research has shown self-adapted testing to be a promising alternative to computerized adaptive testing. The present study looked at the importance of item feedback in self-adapted testing. Computerized adaptive tests and self-adapted tests were compared under both feedback and no-feedback conditions. The self-adapted tests yielded higher test performance and lower anxiety than the computerized adaptive tests regardless of feedback condit…
An Investigation of Self-Adapted Testing in a Spanish High School Population
This study, using Spanish high school students, compared four types of a computer-based English vocabulary test: (a) a self-adapted test (SAT), (b) a computerized adaptive test (CAT), (c) a conventional test of randomly selected items, and (d) a test that combined SAT and CAT (SCAT). No statistically significant differences were found among the test types for either estimated ability or posttest anxiety. Statistically significant differences were…
Response Time Effort
When low-stakes assessments are administered, the degree to which examinees give their best effort is often unclear, complicating the validity and interpretation of the resulting test scores. This study introduces a new method, based on item response time, for measuring examinee test-taking effort on computer-based test items. This measure, termed response time effort (RTE), is based on the hypothesis that when administered an item, unmotivated e…
Low Examinee Effort in Low-Stakes Assessment
Student test-taking motivation in low-stakes assessment testing is examined in terms of both its relationship to test performance and the implications of low student effort for test validity. A theoretical model of test-taking motivation is presented, with a synthesis of previous research indicating that low student motivation is associated with a substantial decrease in test performance. A number of assessment practices and data analytic procedu…
Setting the Response Time Threshold Parameter to Differentiate Solution Behavior From Rapid-Guessing Behavior
This study compared four methods for setting item response time thresholds to differentiate rapid-guessing behavior from solution behavior. Thresholds were either (a) common for all test items, (b) based on item surface features such as the amount of reading required, (c) based on visually inspecting response time frequency distributions, or (d) statistically estimated using a two-state mixture model. The thresholds were compared using the criter…
Controlling construct-irrelevant factors through computer-based testing
A decision of whether to move from paper-and-pencil to computer-based tests is based largely on a careful weighing of the potential benefits of a change against its costs, disadvantages, and challenges. This paper briefly discusses the trade-offs involved in making such a transition, and then focuses on a relatively unexplored benefit of computer-based tests – the control of construct-irrelevant factors that can threaten test score validity. Seve…
Psychology (13 works) · Psychometrics (12 works) · Computer Science (9 works) · Test (biology) (8 works) · Psychometric Methodologies and Testing (7 works) · Social Psychology (7 works) · Clinical Psychology (6 works) · Developmental psychology (6 works) · Anxiety (5 works) · Applied Psychology (5 works)