建模项目复习行为:分层的速度-精度-复习模型.
Ummugul Bezirhan1, Matthias von Davier2, Irina Grabovsky3
1Teachers College, Columbia University, New York, NY, USA.
Educational and psychological measurement
|November 6, 2023
概括
学生们经常把所有的考试时间都花在重复问题上,这不是因为速度过快,而是因为他们倾向于重复. 这项研究模型重新检查了响应时间的模式,以了解速度,能力和审查行为.
科学领域:
- 教育心理学教育心理学
- 心理测量 心理测量 心理测量
- 认知科学 认知科学
背景情况:
- 大多数考生都会利用整个分配的时间进行评估,即使在回答了所有问题之后.
- 这种行为往往被误认为是速度过快,但相反,它与重新访问先前回答的项目的倾向有关.
- 了解这些考试行为对于准确评估学生能力至关重要.
研究的目的:
- 引入一种新的分析方法,以了解学生的考试行为.
- 模拟响应模式,时间分配,并同时重新审视问题.
- 调查反应速度,受试者能力和重复问题的倾向之间的相互作用.
主要方法:
- 开发一个新的分析框架,整合响应数据,响应时间和重新访问模式.
- 使用拟议的建模方法对受试者数据的实证分析.
- 检查速度,能力和回访倾向之间的关系.
主要成果:
- 受试者反复复习题的倾向与他们的反应速度有显著的相关性.
- 不同的受试者分组表现出不同的和可识别的测试行为.
- 拟议的模型提供了更细致的理解,学生如何在评估期间分配认知资源.
结论:
- 学生的考试行为,特别是对象的复习,是一个复杂的现象,受到速度和能力的影响.
- 新的分析方法为评估参与的动态提供了有价值的见解.
- 未来的研究可以利用这个模型来探索影响再访趋势的因素,并优化评估设计.
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