Retest effects in matrix test performance: Differential impact of predictors at different hierarchy levels in an educational setting
Research output: Journal contributions › Journal articles › Research › peer-review
Standard
Retest effects in matrix test performance : Differential impact of predictors at different hierarchy levels in an educational setting. / Freund, Philipp Alexander; Holling, Heinz.
In: Learning and Individual Differences, Vol. 21, No. 5, 10.2011, p. 597-601.Research output: Journal contributions › Journal articles › Research › peer-review
Harvard
APA
Vancouver
Bibtex
}
RIS
TY - JOUR
T1 - Retest effects in matrix test performance
T2 - Differential impact of predictors at different hierarchy levels in an educational setting
AU - Freund, Philipp Alexander
AU - Holling, Heinz
PY - 2011/10
Y1 - 2011/10
N2 - If tests of cognitive ability are repeatedly taken, test scores rise. Such retest effects have been observed for a long time and for a variety of tasks. This study investigates retest effects on figural matrix items in an educational context. A short term effect is assumed for the direct retest administration in the same test session, and a long term effect is assumed for a retest interval of six months. Using multilevel modeling, we analyze if the magnitude of these effects is not only influenced by individual variation, but also by the cluster structure of students grouped within classrooms. We also investigate if the use of identical versus parallel tests has an impact on the size of the retest effects. Our main results show a negligible short term retest effect, but a large long term retest effect. Using parallel tests does not contribute to understanding individual differences in retest effects. The variation in retest effects is larger between classrooms than between students. Reasoning ability, as measured with a different test, and school grades significantly influences retest effects at the individual level, but at the classroom level, only reasoning ability is a significant predictor.
AB - If tests of cognitive ability are repeatedly taken, test scores rise. Such retest effects have been observed for a long time and for a variety of tasks. This study investigates retest effects on figural matrix items in an educational context. A short term effect is assumed for the direct retest administration in the same test session, and a long term effect is assumed for a retest interval of six months. Using multilevel modeling, we analyze if the magnitude of these effects is not only influenced by individual variation, but also by the cluster structure of students grouped within classrooms. We also investigate if the use of identical versus parallel tests has an impact on the size of the retest effects. Our main results show a negligible short term retest effect, but a large long term retest effect. Using parallel tests does not contribute to understanding individual differences in retest effects. The variation in retest effects is larger between classrooms than between students. Reasoning ability, as measured with a different test, and school grades significantly influences retest effects at the individual level, but at the classroom level, only reasoning ability is a significant predictor.
KW - Psychology
KW - Long term retest effect
KW - Matrix items
KW - Multilevel modeling
KW - Parallel tests
KW - Retest effects
UR - http://www.scopus.com/inward/record.url?scp=80052407465&partnerID=8YFLogxK
U2 - 10.1016/j.lindif.2011.07.006
DO - 10.1016/j.lindif.2011.07.006
M3 - Journal articles
VL - 21
SP - 597
EP - 601
JO - Learning and Individual Differences
JF - Learning and Individual Differences
SN - 1041-6080
IS - 5
ER -