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The relationship between classical item characteristics and item response time on computer-based testing.

Yoo-Mi Chae1, Seok Gun Park1,2, Ilyong Park3

  • 1Department of Medical Education, Dankook University College of Medicine, Cheonan, Korea.

Korean Journal of Medical Education
|March 12, 2019
PubMed
Summary
This summary is machine-generated.

Item response time (iRT) in computer-based tests (CBT) reveals student behavior. Optimal item difficulty and discrimination enhance student motivation and test quality.

Keywords:
Computer-based testDifficulty indexDiscrimination indexItem response time

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Area of Science:

  • Educational Measurement
  • Psychometrics
  • Medical Education

Background:

  • Computer-based testing (CBT) is increasingly used in medical education.
  • Understanding student test-taking behavior is crucial for improving assessment quality.
  • Item response time (iRT) offers a novel metric beyond traditional item analysis.

Purpose of the Study:

  • To investigate the relationship between item response time (iRT) and classical item analysis indicators.
  • To deduce students' problem-solving behavior from iRT and item characteristics.
  • To explore how iRT can inform the quality of computer-based examinations.

Main Methods:

  • Retrospective analysis of 5 years of Comprehensive Basic Medical Sciences Examination data.
  • Utilized classical test theory (CTT) indicators: difficulty index and discrimination index.
  • Employed correlation, analysis of variance (ANOVA), and regression analyses to examine iRT relationships.

Main Results:

  • Item response time (iRT) increases with item difficulty and decreases with item discrimination.
  • Student effort, indicated by iRT, rises with difficult items but falls with highly discriminating items.
  • Sustained student effort was observed for items with desirable difficulty and good discrimination.

Conclusions:

  • Adequate item difficulty and discrimination are essential for motivating students.
  • Combining CTT with iRT provides deeper insights into examination quality and student behavior.
  • This integrated approach offers powerful tools for enhancing educational assessments.