TY - JOUR
T1 - Comparing the influence of various measurement error presentations in test score reports on educational decision-making
AU - Hopster-den Otter, Dorien
AU - Muilenburg, Selia N.
AU - Wools, Saskia
AU - Veldkamp, Bernard P.
AU - Eggen, Theo T.J.H.M.
N1 - Taylor & Francis deal
PY - 2019/3/4
Y1 - 2019/3/4
N2 - This study investigated (1) the extent to which presentations of measurement error in score reports influence teachers’ decisions and (2) teachers’ preferences in relation to these presentations. Three presentation formats of measurement error (blur, colour value and error bar) were compared to a presentation format that omitted measurement error. The results from a factorial survey analysis showed that the position of a score in relation to a cut-off score impacted most significantly on decisions. Moreover, the teachers (N = 337) indicated the need for additional information significantly more often when the score reports included an error bar compared to when they omitted measurement error. The error bar was also the most preferred presentation format. The results were supported in think-aloud protocols and focus groups, although several interpretation problems and misconceptions of measurement error were identified.
AB - This study investigated (1) the extent to which presentations of measurement error in score reports influence teachers’ decisions and (2) teachers’ preferences in relation to these presentations. Three presentation formats of measurement error (blur, colour value and error bar) were compared to a presentation format that omitted measurement error. The results from a factorial survey analysis showed that the position of a score in relation to a cut-off score impacted most significantly on decisions. Moreover, the teachers (N = 337) indicated the need for additional information significantly more often when the score reports included an error bar compared to when they omitted measurement error. The error bar was also the most preferred presentation format. The results were supported in think-aloud protocols and focus groups, although several interpretation problems and misconceptions of measurement error were identified.
KW - UT-Hybrid-D
KW - educational decision-making
KW - measurement error
KW - preferences
KW - test score reports
KW - Assessment
UR - http://www.scopus.com/inward/record.url?scp=85043684878&partnerID=8YFLogxK
U2 - 10.1080/0969594X.2018.1447908
DO - 10.1080/0969594X.2018.1447908
M3 - Article
AN - SCOPUS:85043684878
VL - 26
SP - 123
EP - 142
JO - Assessment in education
JF - Assessment in education
SN - 0969-594X
IS - 2
ER -