Response Format (response + format)

Distribution by Scientific Domains


Selected Abstracts


Effects of Response Format on Difficulty of SAT-Mathematics Items: It's Not the Strategy

JOURNAL OF EDUCATIONAL MEASUREMENT, Issue 1 2000
Irvin R. Katz
Problem-solving strategy is frequently cited as mediating the effects of response format (multiple-choice, constructed response) on item difficulty, yet there are few direct investigations of examinee solution procedures. Fifty-five high school students solved parallel constructed response and multiple-choice items that differed only in the presence of response options. Student performance was videotaped to assess solution strategies. Strategies were categorized as "traditional",those associated with constructed response problem solving (e.g., writing and solving algebraic equations),or "nontraditional",those associated with multiple-choice problem solving (e.g., estimating a potential solution). Surprisingly, participants sometimes adopted nontraditional strategies to solve constructed response items. Furthermore, differences in difficulty between response formats did not correspond to differences in strategy choice: some items showed a format effect on strategy but no effect on difficulty; other items showed the reverse. We interpret these results in light of the relative comprehension challenges posed by the two groups of items. [source]


Effect of response format on endorsement of eating disordered attitudes and behaviors

INTERNATIONAL JOURNAL OF EATING DISORDERS, Issue 1 2007
Drew A. Anderson PhD
Abstract Objective: The present study was designed to compare response rates on a standard self-report questionnaire that was nominally anonymous to an unmatched count questionnaire that allowed for true anonymity in responding. Method: Four hundred and fifty-four college students were asked about several topics, including attitudes towards weight and shape, dieting, and eating disordered behavior using one of two response formats; either a standard questionnaire in true-false format or an unmatched count questionnaire that did not require participants to directly answer sensitive questions. Results: Both males and females had significantly different rates of endorsement between the two methods of assessment on the majority of the eating-related questions. Conclusion: Response format and degree of anonymity affect endorsement of eating-related thoughts and behaviors. Understanding response bias is critical to determining accurate rates of eating disordered thoughts and behaviors. © 2006 by Wiley Periodicals, Inc. Int J Eat Disord 2006 [source]


Computer-assisted teaching and assessment of disabled students in higher education: the interface between academic standards and disability rights

JOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2007
O. Konur
Abstract, Computer-assisted teaching and assessment has become a regular feature across many areas of the curriculum in higher education courses around the world in recent years. This development has resulted in the ,digital divide' between disabled students and their nondisabled peers regarding their participation in computer-assisted courses. However, there has been a long-standing practice to ensure that disabled students could participate in these courses with a set of disability adjustments that are in line with their learning modalities under the headings of presentation format, response format, timing, and setting adjustments. Additionally, there has been a set of supporting antidiscriminatory disability laws around the world to avoid such divide between disabled students and their nondisabled peers. However, following a successful pre cedent in Davis v. Southeastern Community College (1979), the opponents of disability rights have consistently argued that making disability adjustments for disabled students to participate in computer-assisted courses would undermine academic and professional standards and these laws have resulted in a ,culture of fear' among the staff. This paper challenges such myths and argues, based on a systematic review of four major antidiscriminatory laws, that universities have full academic freedom to set the academic standards of their computer-assisted courses despite the introduction of such laws and that there has been no grounds for the perceived culture of fear about the consequences of the participation of disabled students in computer-assisted courses. [source]


Effects of Response Format on Difficulty of SAT-Mathematics Items: It's Not the Strategy

JOURNAL OF EDUCATIONAL MEASUREMENT, Issue 1 2000
Irvin R. Katz
Problem-solving strategy is frequently cited as mediating the effects of response format (multiple-choice, constructed response) on item difficulty, yet there are few direct investigations of examinee solution procedures. Fifty-five high school students solved parallel constructed response and multiple-choice items that differed only in the presence of response options. Student performance was videotaped to assess solution strategies. Strategies were categorized as "traditional",those associated with constructed response problem solving (e.g., writing and solving algebraic equations),or "nontraditional",those associated with multiple-choice problem solving (e.g., estimating a potential solution). Surprisingly, participants sometimes adopted nontraditional strategies to solve constructed response items. Furthermore, differences in difficulty between response formats did not correspond to differences in strategy choice: some items showed a format effect on strategy but no effect on difficulty; other items showed the reverse. We interpret these results in light of the relative comprehension challenges posed by the two groups of items. [source]


Translating questionnaire items for a multi-lingual worker population: The iterative process of translation and cognitive interviews with English-, Spanish-, and Chinese-speaking workers,,

AMERICAN JOURNAL OF INDUSTRIAL MEDICINE, Issue 2 2010
Kaori Fujishiro PhD
Abstract Background The increasing ethnic diversity of the US workforce has created a need for research tools that can be used with multi-lingual worker populations. Developing multi-language questionnaire items is a complex process; however, very little has been documented in the literature. Methods Commonly used English items from the Job Content Questionnaire and Quality of Work Life Questionnaire were translated by two interdisciplinary bilingual teams and cognitively tested in interviews with English-, Spanish-, and Chinese-speaking workers. Results Common problems across languages mainly concerned response format. Language-specific problems required more conceptual than literal translations. Some items were better understood by non-English speakers than by English speakers. De-centering (i.e., modifying the English original to correspond with translation) produced better understanding for one item. Conclusions Translating questionnaire items and achieving equivalence across languages require various kinds of expertise. Backward translation itself is not sufficient. More research efforts should be concentrated on qualitative approaches to developing useful research tools. Am. J. Ind. Med. 53:194,203 2010. Published 2009 Wiley-Liss, Inc. [source]


Paranormal belief and susceptibility to the conjunction fallacy

APPLIED COGNITIVE PSYCHOLOGY, Issue 4 2009
Paul Rogers
Numerous studies have shown paranormal believers misperceive randomness and are poor at judging probability. Despite the obvious relevance to many types of alleged paranormal phenomena, no one has examined whether believers are more susceptible to the ,conjunction fallacy'; that is to misperceiving co-occurring (conjunct) events as being more likely than singular (constituent) events alone. The present study examines believer vs. non-believer differences in conjunction errors for both paranormal and non-paranormal events presented as either a probability or a frequency estimation task. As expected, believers made more conjunction errors than non-believers. This was true for both event types, with both groups making fewer errors for paranormal than for non-paranormal events. Surprisingly, the response format (probability vs. frequency) had little impact. Results are discussed in relation to paranormal believers' susceptibility to the conjunction fallacy and more generally, to their propensity for probabilistic reasoning biases. Copyright © 2008 John Wiley & Sons, Ltd. [source]