Psychological predictors of the propensity to omit short-response items on a high-stakes achievement test
Matters, Gabrielle & Burnett, Paul C. (2003) Psychological predictors of the propensity to omit short-response items on a high-stakes achievement test. Educational and Psychological Measurement, 63(2), pp. 239-256.
This article presents the findings of a study of the psychological variables that discriminate between high and low omitters on a high-stakes achievement test using a short-response format. Data were obtained from a questionnaire administered to a random sample (N = 1,908) of students prior to sitting the 1997 Queensland Core Skills (QCS) Test (N = 29,273). Fourteen psychological variables were measured including test anxiety (four subscales), emotional stability, achievement motivation, self-esteem, academic self-concept, self-estimate of ability, locus of control (three subscales), and approaches to learning (two subscales). The results were analyzed using descriptive discriminant analysis and suggested that the psychological predictors of the propensity to omit short-response items include test-irrelevant thinking and academic self-concept, with sex of candidate being a mediating variable.
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|Item Type:||Journal Article|
|Keywords:||Omitted test items;, Psychological predictors of omitting, Short-response, Self-concept, Test anxiety, Sex differences in omit behavior|
|Divisions:||Current > QUT Faculties and Divisions > Division of Research and Commercialisation
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2003 Sage Publications|
|Deposited On:||17 Aug 2009 23:50|
|Last Modified:||21 Apr 2010 17:09|
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