Item order and speededness: implications for test fairness in higher educational high-stakes testing-Reference-Cited by-同舟云学术

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Item order and speededness: implications for test fairness in higher educational high-stakes testing

Published:2021-10-23 Issue: Volume: Page:1-13
ISSN:0260-2938
Container-title:Assessment & Evaluation in Higher Education
language:en
Short-container-title:Assessment & Evaluation in Higher Education

Author:

Becker Benjamin¹^ORCID,van Rijn Peter²,Molenaar Dylan³^ORCID,Debeer Dries⁴^ORCID

Affiliation:

1. Institute for Educational Quality Improvement, Humboldt University of Berlin, Berlin, Germany

2. Educational Testing Service Global, Amsterdam, The Netherlands

3. Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands

4. imec research group ITEC, KU Leuven, Leuven, Belgium

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/02602938.2021.1991273

Reference41 articles.

1. A Meta-Analytic Investigation of the Effect of Various Test Item Characteristics on Test Scores and Test Completion Times

2. Item Parameter Estimation Under Conditions of Test Speededness: Application of a Mixture Rasch Model With Ordinal Constraints

3. The Moderating Effects of Item Order Arranged by Difficulty on the Relationship between Test Anxiety and Test Performance

4. Test Item Arrangement and Student Performance in Principles of Marketing Examination: A Replication Study

5. Cheating in e-exams and paper exams: the perceptions of engineering students and teachers in Norway

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1. Modelling the effect of instructional support on logarithmic-transformed response time: An exploratory study;Methodology;2024-06-28

2. Differences in Discrimination with Respect to Latent Trait and Test-Taking Speed Across Items Measuring Sub-Domains of Cognitive Ability;Journal of Psychoeducational Assessment;2022-08-09

3. On the Treatment of Missing Item Responses in Educational Large-Scale Assessment Data: An Illustrative Simulation Study and a Case Study Using PISA 2018 Mathematics Data;European Journal of Investigation in Health, Psychology and Education;2021-12-14

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