Treating rapid responses as incorrect improves estimates of test performance

• In Event: Process Data and Data Quality

Abstract

Rapid responding can be a sign of non-thoughtful responding. Several approaches have been put forward that can have value in different situations. Using grade 9-12 personal learning assessments, NAEP, and ACT data, we show that treating rapid response as incorrect improves the reliability for all three of these assessments.

Authors

• Daniel B. Wright, UNLV

• Sarah Wolff, UNLV