Commentary 2 – New commentary by actors Tom Baker (The Doctor), Louise Jameson (Leela) and Pamela Salem (Toos), and director Michael E Briant. Mathews, C. O. (1929). Erroneous first impressions on objective tests. Journal of Educational Measurement, 20, 280–286. Qiao, X., & Jiao, H. (2018). Data mining techniques in analyzing process data: A didactic. Frontiers in Psychology, 9, 2231. But there is a menace deep inside the Pandora Institute. And Kate, Osgood and Josh must face their darkest fears… Bezirhan U, von Davier M, & Grabovsky I. (2020). Multiple group hierarchical speed accuracy revisit model. In Paper presented at the 85th International Meeting of the Psychometric Society.

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McMorris, R. F., DeMers, L. P., & Schwarz, S. P. (1987). Attitudes, behaviors, and reasons for changing responses following answer−changing instruction. Journal of Educational Measurement, 24(2), 131–143. Spiegelhalter, D. J., Best, N. G., Carlin, B. P., & van der Linde, A. (2002). Bayesian measures of model complexity and fit. Journal of the Royal Statistical Society, Series B, 64, 583–639. Liu, O. L., Bridgeman, B., Gu, L., Xu, J., & Kong, N. (2015). Investigation of response changes in the GRE revised general test. Educational and Psychological Measurement, 75(6), 1002–1020. Continuity – off-air continuity for the first episode’s original transmission plus mute continuity slide.

Harvill, L. M., & Davis, G., III. (1997). Medical students’ reasons for changing answers on multiple-choice tests. Academic Medicine, 72(10, Suppl. 1), 97–99. Gaskins, S., Dunn, L., Forte, L., Wood, F., & Riley, P. (1996). Student perceptions of changing answers on multiple−choice questions. Journal of Nursing Education, 35, 88–90.

Wang, C., Xu, G., & Shang, Z. (2018). A two-stage approach to differentiating normal and aberrant behavior in computer based testing. Psychometrika, 83(1), 223–254. OECD. (2016). Technical report of the survey of adult skills (PIAAC) (2nd ed.). Organization for Economic Cooperation and Development. Retrieved from http://www.oecd.org/skills/piaac/Technical_Report_2nd_Edition_TOC.pdf. Accessed 28 June 2016.van der Linden, W. J., & Jeon, M. (2012). Modeling answer changes on test items. Journal of Educational and Behavioral Statistics, 37(1), 180–199. Green, K. (1981). Item−response changes on multiple−choice tests as a function of test anxiety. Journal of Experimental Education, 49, 225–228. On a distant, barren planet, Storm Mine 4 trawls across bleak deserts and through fierce duststorms in search of rare and valuable metals. On board the Sandminer is a small skeleton crew, who alternate between indulgentrelaxation and skilled mining work. The mundane, day-to-day duties of the mine are attended to by a much larger complement of servile robots. This is a society that is dependant on robots for all areas of life, the people comforted by the knowledge that the strictest safeguards are built into each and every robot’s programming. So when one of the miner crew is murdered, suspicion falls on two new arrivals… The Doctor and Leela arrive on board, and are immediately accused of being the prime murder suspects. But The Doctor soon realises that perhaps the killer isn’t human. More deaths occur – can he persuade the remaining crewmembers that the killer may be a robot? Bezirhan, U., von Davier, M., & Grabovsky, I. (2021). Modeling item revisit behavior: the hierarchical speed–accuracy–revisits model. Educational and Psychological Measurement., 81(2), 363–387.