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Tracking the decision-making process in multiple-choice assessment : Evidence from eye movements. / Lindner, Marlit Annalena; Eitel, Alexander; Thoma, Gun-Brit; Dalehefte, Inger Marie; Ihme, Jan Marten; Köller, Olaf.

In: Applied Cognitive Psychology, Vol. 28, No. 5, 2014, p. 738-752.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

Lindner, MA, Eitel, A, Thoma, G-B, Dalehefte, IM, Ihme, JM & Köller, O 2014, 'Tracking the decision-making process in multiple-choice assessment: Evidence from eye movements', Applied Cognitive Psychology, vol. 28, no. 5, pp. 738-752. https://doi.org/10.1002/acp.3060

APA

Lindner, M. A., Eitel, A., Thoma, G-B., Dalehefte, I. M., Ihme, J. M., & Köller, O. (2014). Tracking the decision-making process in multiple-choice assessment: Evidence from eye movements. Applied Cognitive Psychology, 28(5), 738-752. https://doi.org/10.1002/acp.3060

Vancouver

Lindner MA, Eitel A, Thoma G-B, Dalehefte IM, Ihme JM, Köller O. Tracking the decision-making process in multiple-choice assessment: Evidence from eye movements. Applied Cognitive Psychology. 2014;28(5):738-752. https://doi.org/10.1002/acp.3060

Author

Lindner, Marlit Annalena ; Eitel, Alexander ; Thoma, Gun-Brit ; Dalehefte, Inger Marie ; Ihme, Jan Marten ; Köller, Olaf. / Tracking the decision-making process in multiple-choice assessment : Evidence from eye movements. In: Applied Cognitive Psychology. 2014 ; Vol. 28, No. 5. pp. 738-752.

BibTeX

@article{ad14d35074d74e42bd3145e0635b5923,
title = "Tracking the decision-making process in multiple-choice assessment: Evidence from eye movements",
abstract = "This study investigated students' decision-making processes in a knowledge-assessing multiple-choice (MC) test using eye-tracking methodology. More precisely, the gaze bias effect (more attention to more preferred options) and its relation to domain knowledge were the focus of the study. Eye movements of students with high (HPK) and low (LPK) prior domain knowledge were recorded while they solved 21 MC items. Afterwards, students rated every answer option according to their subjective preference. As expected, both HPK and LPK students showed a gaze bias towards subjectively preferred answer options, whereby HPK students spent more time on objectively correct answers. Furthermore, a fine-grained time-course analysis showed similar patterns of attention distribution over time for both HPK and LPK students, when focusing on subjective preference levels. Thus, these data offer a new perspective on knowledge-related MC item solving and provide evidence for the generalizability of the gaze bias effect across decision tasks. [Copyright {\textcopyright} 2014 John Wiley & Sons, Ltd.]",
keywords = "Educational assessment/measurements",
author = "Lindner, {Marlit Annalena} and Alexander Eitel and Gun-Brit Thoma and Dalehefte, {Inger Marie} and Ihme, {Jan Marten} and Olaf K{\"o}ller",
year = "2014",
doi = "10.1002/acp.3060",
language = "English",
volume = "28",
pages = "738--752",
journal = "Applied Cognitive Psychology",
issn = "0888-4080",
publisher = "Wiley-Blackwell",
number = "5",

}

RIS

TY - JOUR

T1 - Tracking the decision-making process in multiple-choice assessment

T2 - Evidence from eye movements

AU - Lindner, Marlit Annalena

AU - Eitel, Alexander

AU - Thoma, Gun-Brit

AU - Dalehefte, Inger Marie

AU - Ihme, Jan Marten

AU - Köller, Olaf

PY - 2014

Y1 - 2014

N2 - This study investigated students' decision-making processes in a knowledge-assessing multiple-choice (MC) test using eye-tracking methodology. More precisely, the gaze bias effect (more attention to more preferred options) and its relation to domain knowledge were the focus of the study. Eye movements of students with high (HPK) and low (LPK) prior domain knowledge were recorded while they solved 21 MC items. Afterwards, students rated every answer option according to their subjective preference. As expected, both HPK and LPK students showed a gaze bias towards subjectively preferred answer options, whereby HPK students spent more time on objectively correct answers. Furthermore, a fine-grained time-course analysis showed similar patterns of attention distribution over time for both HPK and LPK students, when focusing on subjective preference levels. Thus, these data offer a new perspective on knowledge-related MC item solving and provide evidence for the generalizability of the gaze bias effect across decision tasks. [Copyright © 2014 John Wiley & Sons, Ltd.]

AB - This study investigated students' decision-making processes in a knowledge-assessing multiple-choice (MC) test using eye-tracking methodology. More precisely, the gaze bias effect (more attention to more preferred options) and its relation to domain knowledge were the focus of the study. Eye movements of students with high (HPK) and low (LPK) prior domain knowledge were recorded while they solved 21 MC items. Afterwards, students rated every answer option according to their subjective preference. As expected, both HPK and LPK students showed a gaze bias towards subjectively preferred answer options, whereby HPK students spent more time on objectively correct answers. Furthermore, a fine-grained time-course analysis showed similar patterns of attention distribution over time for both HPK and LPK students, when focusing on subjective preference levels. Thus, these data offer a new perspective on knowledge-related MC item solving and provide evidence for the generalizability of the gaze bias effect across decision tasks. [Copyright © 2014 John Wiley & Sons, Ltd.]

KW - Educational assessment/measurements

U2 - 10.1002/acp.3060

DO - 10.1002/acp.3060

M3 - Journal article

VL - 28

SP - 738

EP - 752

JO - Applied Cognitive Psychology

JF - Applied Cognitive Psychology

SN - 0888-4080

IS - 5

ER -

ID: 484120