Background Large-scale survey assessments have been used for decades to monitor what
students know and can do. Such assessments aim at providing group-level scores for …

Assessment results collected under low-stakes testing situations are subject to effects of low
examinee effort. The use of computer-based testing allows researchers to develop new …

The attractiveness of computer‐based tests (CBTs) is due largely to their capability to
expand the ways we conduct testing. A relatively unexplored application, however, is …

The increased availability of time‐related information as a result of computer‐based
assessment has enabled new ways to measure test‐taking engagement. One of these ways …

Background Item response times in computerized assessments are frequently used to
identify rapid guessing behaviour as a manifestation of response disengagement. However …

Identifying and considering test-taking effort is of utmost importance for drawing valid
inferences on examinee competency in low-stakes tests. Different approaches exist for …

There has been an increased interest in the impact of unmotivated test taking on test
performance and score validity. This has led to the development of new ways of measuring …

The rise of computer‐based testing has brought with it the capability to measure more
aspects of a test event than simply the answers selected or constructed by the test taker. One …

Rapid guessing can threaten measurement invariance and the validity of large-scale
assessments, which are often conducted under low-stakes conditions. Comparing measures …

Unmotivated test takers using rapid guessing in item responses can affect validity studies
and teacher and institution performance evaluation negatively, making it critical to identify …