Various psychological and demographic characteristics of individuals have been reported to have an association with aberrant response behavior. If indeed they have (or at least some of them do) then one would expect, as suggested by Smith (1986) and Lamprianou (2005), that an individual with an aberrant response pattern may exhibit such behavior in other testing situations too. The research reported here aimed to see if aberrant response behavior is a stable characteristic of high-school students in classroom math tests as expected. That is, whether essentially the same students will misfit in administrations of two different classroom math tests.
In the classroom setting math tests are more relevant, low-stakes, administered by the students' own comfortable-to-be-with teacher and one would perhaps expect less aberrance. This is a completely different context from the high-stakes tests administered in a much stricter and possibly a more stressful environment. At the same time, one would expect some type of aberrance to occur due to carelessness, sleepy behavior, copying, cheating, plodding or guessing.
|Table 1. Chi-square tests for association between misfit in Test 1 and misfit in Test 2|
For the purposes of the study two classroom math tests were used with a sample of 15-16 year old high school students in three different schools in Cyprus. The first test was administered to 635 students and the second to 445 of them. The Rasch Partial Credit Model (PCM) was used for the analyses of the data collected. Misfitting students in both tests were identified with the use of the infit and outfit mean square statistics for six different cut-off values (1.3, 1.4, 1.5, 1.6, 1.8 and 2.0). The hypothesis of no association between misfit in the one test and misfit in the other was investigated with Chi square tests and it was very clearly accepted with p-values much closer to 1.00 than to 0.05. Table 1 shows the observed frequencies and row percentages in brackets for each cut-off value. The last two columns show the chi-square statistics and p-values without the continuity correction and with it in brackets.
The findings of this study do not support Smith's and Lamprianou's suggestion that aberrance is a stable characteristic of individuals. It is concluded that misfit in the one test is not associated with misfit in the other among high school students taking classroom math tests.
A couple of cautions should be made about this study. First, the test items used were mainly multistep mathematical problems with partial credit awarding for partial success instead of the usual dichotomous items found in the majority of studies on student aberrance. Perhaps it is easier to respond unexpectedly in dichotomous items, especially for high ability students, as reported by Petridou and Williams (2007). Where the answer is marked either right or wrong if a high ability student follows the correct method (as expected) but gives the wrong answer (because of a careless mistake such as a miscalculation, or a miscopy of the right answer) he or she scores 0 and that signals his or her response as unexpected and probably the whole response string as aberrant (especially if the test is short). This is much less likely to happen with multistep problems. If such a mistake occurs, on the last stages of the solution process, the student will get most of the marks on that item and the answer will not be considered unexpected. Second the low stakes status of the tests linked to the administration procedure, with the familiar classroom setting may make the test takers feel more relaxed and perform more as expected than in a stricter and less familiar environment.
The finding of this study, explored further in Panayides' (2009), lead to the following intuitive conclusion: In classroom math tests, although misfits do occur, they do not predict misfits in other tests and are not dependent on psychological or demographic characteristics of the test-takers.
Panayiotis Panayides - Lyceum of Polemidia (Cyprus)
Peter Tymms - Durham University (UK)
Lamprianou, I. (2005). Aberrant response patterns: Issues of internal consistency and concurrent validity. Paper presented at the annual meeting of the American Educational Research Association, April 11-15, in Montreal, Canada.
Panayides, P. (2009). Exploring the reasons for aberrant response patterns in classroom math tests. PhD thesis. Durham University, UK.
Smith, R. M. (1986). Person Fit in the Rasch model. Educational and Psychological Measurement 46, 359-372.
Petridou, A. and J. Williams. (2007). Accounting for Aberrant test Response Patterns using multilevel models. Journal of Educational Measurement 44(3), 227-247.
*Note* Full article available at: Panayiotis, P., & Tymms, P. (2012). Investigating whether aberrant response behavior in classroom math tests is a stable characteristic of students. Assessment in Education, Principles, Policy & Practice, DOI:10.1080/0969594X.2012.723610
Is Aberrant Response Behavior a Stable Characteristic of Students in Classroom Math Tests? Panayiotis Panayides & Peter Tymms Rasch Measurement Transactions, 2012, 26:3 p. 1382-3
Please help with Standard Dataset 4: Andrich Rating Scale Model
|Rasch Measurement Transactions (free, online)||Rasch Measurement research papers (free, online)||Probabilistic Models for Some Intelligence and Attainment Tests, Georg Rasch||Applying the Rasch Model 3rd. Ed., Bond & Fox||Best Test Design, Wright & Stone|
|Rating Scale Analysis, Wright & Masters||Introduction to Rasch Measurement, E. Smith & R. Smith||Introduction to Many-Facet Rasch Measurement, Thomas Eckes||Invariant Measurement: Using Rasch Models in the Social, Behavioral, and Health Sciences, George Engelhard, Jr.||Statistical Analyses for Language Testers, Rita Green|
|Rasch Models: Foundations, Recent Developments, and Applications, Fischer & Molenaar||Journal of Applied Measurement||Rasch models for measurement, David Andrich||Constructing Measures, Mark Wilson||Rasch Analysis in the Human Sciences, Boone, Stave, Yale|
|in Spanish:||Análisis de Rasch para todos, Agustín Tristán||Mediciones, Posicionamientos y Diagnósticos Competitivos, Juan Ramón Oreja Rodríguez|
|Forum||Rasch Measurement Forum to discuss any Rasch-related topic|
Go to Top of Page
Go to index of all Rasch Measurement Transactions
AERA members: Join the Rasch Measurement SIG and receive the printed version of RMT
Some back issues of RMT are available as bound volumes
Subscribe to Journal of Applied Measurement
Go to Institute for Objective Measurement Home Page. The Rasch Measurement SIG (AERA) thanks the Institute for Objective Measurement for inviting the publication of Rasch Measurement Transactions on the Institute's website, www.rasch.org.
|Coming Rasch-related Events|
|Feb. 27 - June 24, 2017, Mon.-Sat.||On-line: Advanced course in Rasch Measurement Theory (EDUC5606), Website|
|March 31, 2017, Fri.||Conference: 11th UK Rasch Day, Warwick, UK, www.rasch.org.uk|
|April 2-3, 2017, Sun.-Mon.||Conference: Validity Evidence for Measurement in Mathematics Education (V-M2Ed), San Antonio, TX, Information|
|April 26-30, 2017, Wed.-Sun.||NCME, San Antonio, TX, www.ncme.org|
|April 27 - May 1, 2017, Thur.-Mon.||AERA, San Antonio, TX, www.aera.net|
|May 26 - June 23, 2017, Fri.-Fri.||On-line workshop: Practical Rasch Measurement - Core Topics (E. Smith, Winsteps), www.statistics.com|
|June 30 - July 29, 2017, Fri.-Fri.||On-line workshop: Practical Rasch Measurement - Further Topics (E. Smith, Winsteps), www.statistics.com|
|July 31 - Aug. 3, 2017, Mon.-Thurs.||Joint IMEKO TC1-TC7-TC13 Symposium 2017: Measurement Science challenges in Natural and Social Sciences, Rio de Janeiro, Brazil, imeko-tc7-rio.org.br|
|Aug. 7-9, 2017, Mon-Wed.||PROMS 2017: Pacific Rim Objective Measurement Symposium, Sabah, Borneo, Malaysia, proms.promsociety.org/2017/|
|Aug. 11 - Sept. 8, 2017, Fri.-Fri.||On-line workshop: Many-Facet Rasch Measurement (E. Smith, Facets), www.statistics.com|
|Aug. 18-21, 2017, Fri.-Mon.||IACAT 2017: International Association for Computerized Adaptive Testing, Niigata, Japan, iacat.org|
|Sept. 15-16, 2017, Fri.-Sat.||IOMC 2017: International Outcome Measurement Conference, Chicago, jampress.org/iomc2017.htm|
|Oct. 13 - Nov. 10, 2017, Fri.-Fri.||On-line workshop: Practical Rasch Measurement - Core Topics (E. Smith, Winsteps), www.statistics.com|
|Jan. 5 - Feb. 2, 2018, Fri.-Fri.||On-line workshop: Practical Rasch Measurement - Core Topics (E. Smith, Winsteps), www.statistics.com|
|Jan. 10-16, 2018, Wed.-Tues.||In-person workshop: Advanced Course in Rasch Measurement Theory and the application of RUMM2030, Perth, Australia (D. Andrich), Announcement|
|Jan. 17-19, 2018, Wed.-Fri.||Rasch Conference: Seventh International Conference on Probabilistic Models for Measurement, Matilda Bay Club, Perth, Australia, Website|
|May 25 - June 22, 2018, Fri.-Fri.||On-line workshop: Practical Rasch Measurement - Core Topics (E. Smith, Winsteps), www.statistics.com|
|June 29 - July 27, 2018, Fri.-Fri.||On-line workshop: Practical Rasch Measurement - Further Topics (E. Smith, Winsteps), www.statistics.com|
|Aug. 10 - Sept. 7, 2018, Fri.-Fri.||On-line workshop: Many-Facet Rasch Measurement (E. Smith, Facets), www.statistics.com|
|Oct. 12 - Nov. 9, 2018, Fri.-Fri.||On-line workshop: Practical Rasch Measurement - Core Topics (E. Smith, Winsteps), www.statistics.com|
|The HTML to add "Coming Rasch-related Events" to your webpage is:|