Each school-in-a-box kit caters for 80 children and contains 27 teachers items and 11 students items.
The recreation kit which caters for up to 180 children contains 13 teacher's items and nine students items packed in a silver box.
Next, for items with an RT threshold identified, the SB index was computed for each student-item pair.
It involves a non-model-based approach that classifies student-item pairs as reflecting either solution behavior or rapid-guessing behavior.
Because the SB index is a binary variable for each student-item pair, reliability of the RTE index (or, equivalently, the sum of the SB index across items for each student) was estimated using Cronbach's alpha (Cronbach [1951]).
As mentioned previously, we used RTs to classify student-item pairs as reflecting either solution behavior or rapid-guessing behavior and to investigate whether student behaviors were connected to person characteristics, item characteristics, or both.
Among the student-item pairs with non-missing RTs, 98.9% were identified as exhibiting solution behavior for the VITP approach and 99.7% were identified for the normative threshold method.
For items with an RT threshold identified, a dichotomous index of item solution behavior (SB) was computed for each student-item pair (see, e.g., Wise and Kong [2005]) as follows: SB = 1 if the RT was greater than the threshold; SB = 0 otherwise.
However, no association was displayed regarding the central aspect of giving feedback to students (item 13).
To investigate this, a global test was performed, treating students' item scores as a 12-dimensional vector.
Despite analysing over sixty thousand student-item interactions, we demonstrated no significant or consistent influence on psychometric item analyses due to inclusion of images within the item stimulus.
