| Abstract: | Student response patterns can provide insights into individual student problems as well as subgroup differences. This paper describes the development of indices for overall aberrancy, tendencies to miss relatively easy items (possible bias, lack of concentration, test anxiety, etc.), tendencies to get correct more difficult items than would be expected based on the total score (possible guessing or unusual learning patterns), and a combination that tells how the latter two tendencies do or do not balance each other. Test results for 368 math students were used to demonstrate the indices. The software is available. |
