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Educational and Psychological Measurement
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Psychological Predictors Of The Propensity To Omit Short-Response Items On A High-Stakes Achievement Test

Gabrielle Matters

Queensland University of Technology

Paul C. Burnett

Charles Sturt University

This article presents the findings of a study of the psychological variables that discriminate between high and low omitters on a high-stakes achievement test using a short-response format. Data were obtained from a questionnaire administered to a random sample (N = 1,908) of students prior to sitting the 1997 Queensland Core Skills (QCS) Test (N = 29,273). Fourteen psychological variables were measured including test anxiety (four subscales), emotional stability, achievement motivation, self-esteem, academic self-concept, self-estimate of ability, locus of control (three subscales), and approaches to learning (two subscales). The results were analyzed using descriptive discriminant analysis and suggested that the psychological predictors of the propensity to omit short-response items include test-irrelevant thinking and academic self-concept, with sex of candidate being a mediating variable.

Key Words: omitted test items • psychological predictors of omitting • short-response omit • self-concept • test anxiety • sex differences in omit behavior

Educational and Psychological Measurement, Vol. 63, No. 2, 239-256 (2003)
DOI: 10.1177/0013164402250988
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 Journal of Psychoeducational AssessmentHome page
P. A. Lowe and S. W. Lee
Factor Structure of the Test Anxiety Inventory for Children and Adolescents (TAICA) Scores Across Gender Among Students in Elementary and Secondary School Settings
Journal of Psychoeducational Assessment, September 1, 2008; 26(3): 231 - 246.
[Abstract] [PDF]