预测学生测试成绩中的个人屏幕响应时间的价值:来自TIMSS 2019问题的解决和调查任务的证据
1Measurement, Evaluation, and Data Science, Faculty of Education, University of Alberta, Edmonton, AB T6G 2G5, Canada.
Journal of Intelligence
|July 25, 2025
概括
学生在测试项目的响应时间变化,而不仅仅是平均时间,显著预测学术表现. 分析精细的时间数据为学生的考试过程提供了更深入的见解,并改善了评估设计.
科学领域:
- 教育测量教育的测量
- 认知心理学 认知心理学
- 心理测量 心理测量 心理测量
背景情况:
- 学生响应时间 (RT) 在测试项目之间有很大的差异,影响绩效预测.
- 使用平均RT的传统分析可能会掩盖个人内部的关键变异性.
- 了解RT的个体内变化是解锁对学生表现更深入洞察的关键.
研究的目的:
- 为了证明学生测试成绩的RT在人体内变化的预测和解释价值.
- 将RT的预测能力分解为模式效应 (变量) 和水平效应 (平均值).
主要方法:
- 在TIMSS 2019数学评估中,利用了来自13,829名四年级学生的响应时间数据的个人资料分析.
- 分析了屏幕级RT作为项目级定时的代理,捕捉了人内变化.
- 将RT预测能力分解为模式和水平效应;进行交叉验证.
主要成果:
- 在预测表现方面,标准化RT (模式效应) 的个人内部变异性明显超过平均RT (水平效应).
- 个别屏幕RTs表现出独特的预测能力,强度和方向各不相同.
- 结果在不同成绩组中一致,并通过交叉分析验证.
结论:
- 响应时间的个体内变化是学生考试表现的关键,经常被忽视的预测因素.
- 细粒度的RT数据为学生在评估期间的认知过程提供了更丰富的见解.
- 未来教育评估的建议包括收集和分析详细的RT数据.
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