Linking Test-Taking Process to Performance Through Mixed-Effects Regression Models: A Response Process–Based Validation Study

Answering the call for response process–based validation, this study shows how researchers can evaluate validity evidence of test scores based on the mental “processes” test-takers use, rather than based on correlations with other “outcome” measures. The proposed methods for process-based validation...

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Bibliographic Details
Published in:Journal of psychoeducational assessment 2020-06, Vol.38 (3), p.389-401
Main Authors: Chen, Michelle Y., Wu, Amery D., Liu, Yan
Format: Article
Language:English
Subjects:
Adults
Cognitive Processes
Foreign Countries
Listening Comprehension Tests
Multiple Choice Tests
Responses
Scores
Test Validity
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Summary:Answering the call for response process–based validation, this study shows how researchers can evaluate validity evidence of test scores based on the mental “processes” test-takers use, rather than based on correlations with other “outcome” measures. The proposed methods for process-based validation studies are demonstrated using a sample of 189 adults who took two listening comprehension tasks. Immediately after completing each task, the test-takers filled out a 10-item survey to reflect on the mental processes involved in reaching their answers. These 10 process variables attempted to capture five desired and five undesired response processes in answering multiple-choice listening comprehension questions. We investigated the relationships between these process variables and the binary outcome of item score (correct vs. incorrect) using mixed-effects logistic regression models, and showed how the results could provide validity evidence (or lack thereof). By doing so, we offer an alternative approach to study response process and test performance and encourage more process-based validation studies.
ISSN:0734-2829
1557-5144
DOI:10.1177/0734282919861269