Citations (41)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (11)
Erik Lundgren & Hanna Eklöf. (2023) Questionnaire-taking motivation: Using response times to assess motivation to optimize on the PISA 2018 student questionnaire. International Journal of Testing 23:4, pages 231-256.
Read now
Read now
Elodie Pools. (2022) Not-reached Items: An Issue of Time and of test-taking Disengagement? the Case of PISA 2015 Reading Data. Applied Measurement in Education 35:3, pages 197-221.
Read now
Read now
Esther Ulitzsch, Christiane Penk, Matthias von Davier & Steffi Pohl. (2021) Model meets reality: Validating a new behavioral measure for test-taking effort. Educational Assessment 26:2, pages 104-124.
Read now
Read now
Erik Lundgren & Hanna Eklöf. (2020) Within-item response processes as indicators of test-taking effort and motivation. Educational Research and Evaluation 26:5-6, pages 275-301.
Read now
Read now
Militsa Ivanova, Michalis Michaelides & Hanna Eklöf. (2020) How does the number of actions on constructed-response items relate to test-taking effort and performance?. Educational Research and Evaluation 26:5-6, pages 252-274.
Read now
Read now
Michalis P. Michaelides, Militsa Ivanova & Christiana Nicolaou. (2020) The Relationship between Response-Time Effort and Accuracy in PISA Science Multiple Choice Items. International Journal of Testing 20:3, pages 187-205.
Read now
Read now
Megan Kuhfeld & James Soland. (2020) Using Assessment Metadata to Quantify the Impact of Test Disengagement on Estimates of Educational Effectiveness. Journal of Research on Educational Effectiveness 13:1, pages 147-175.
Read now
Read now
Steven L. Wise, James Soland,Yuanchao Bo. (2020) The (Non)Impact of Differential Test Taker Engagement on Aggregated Scores. International Journal of Testing 20:1, pages 57-77.
Read now
Read now
Steven L. Wise. (2019) An Information-Based Approach to Identifying Rapid-Guessing Thresholds. Applied Measurement in Education 32:4, pages 325-336.
Read now
Read now
Steven L. Wise, Megan R. Kuhfeld & James Soland. (2019) The Effects of Effort Monitoring With Proctor Notification on Test-Taking Engagement, Test Performance, and Validity. Applied Measurement in Education 32:2, pages 183-192.
Read now
Read now
Steven L. Wise. (2019) Controlling construct-irrelevant factors through computer-based testing: disengagement, anxiety, & cheating. Education Inquiry 10:1, pages 21-33.
Read now
Read now
Articles from other publishers (30)
Burcu Arslan & Bridgid Finn. (2023) The Effects of Personalized Nudges on Cognitively Disengaged Student Behavior in Low-Stakes Assessments. Journal of Intelligence 11:11, pages 204.
Crossref
Crossref
Alper BAYAZIT, Denizer YILDIRIM, Gökhan AKÇAPINAR & Hale ILGAZ. (2023) Examining Students' Formative Test-Taking Behaviors Using Learning Analytics. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi 14:Özel Sayı, pages 382-395.
Crossref
Crossref
Qin Wang, Amin Mousavi, Chang Lu & Yizhu Gao. (2023) Examining adults’ behavioral patterns in a sequence of problem solving tasks in technology-rich environments. Computers in Human Behavior 147, pages 107852.
Crossref
Crossref
Esther Ulitzsch, Benjamin W. Domingue, Radhika Kapoor, Klint Kanopka & Joseph A. Rios. (2023) A Probabilistic Filtering Approach to Non‐Effortful Responding. Educational Measurement: Issues and Practice.
Crossref
Crossref
Gabriel Nagy, Esther Ulitzsch & Marlit Annalena Lindner. (2022)
The role of rapid guessing and
test‐taking
persistence in modelling
test‐taking
engagement
. Journal of Computer Assisted Learning 39:3, pages 751-766.
Crossref
Crossref
Lina M Anaya & Gema Zamarro. (2023) The role of student effort on performance in PISA: revisiting the gender gap in achievement. Oxford Economic Papers.
Crossref
Crossref
Bruno D. Zumbo, Bryan Maddox & Naomi M. Care. (2023) Process and Product in Computer-Based Assessments. European Journal of Psychological Assessment.
Crossref
Crossref
Esther Ulitzsch, Hyo Jeong Shin & Oliver Lüdtke. (2023) Accounting for careless and insufficient effort responding in large-scale survey data—development, evaluation, and application of a screen-time-based weighting procedure. Behavior Research Methods.
Crossref
Crossref
Huan Kuang & Fusun Sahin. (2023) Comparison of disengagement levels and the impact of disengagement on item parameters between PISA 2015 and PISA 2018 in the United States. Large-scale Assessments in Education 11:1.
Crossref
Crossref
Okan Bulut, Guher Gorgun, Tarid Wongvorachan & Bin Tan. (2023) Rapid Guessing in Low-Stakes Assessments: Finding the Optimal Response Time Threshold with Random Search and Genetic Algorithm. Algorithms 16:2, pages 89.
Crossref
Crossref
Hatim Lahza, Tammy G. Smith & Hassan Khosravi. (2022) Beyond item analysis: Connecting student behaviour and performance using e‐assessment logs. British Journal of Educational Technology 54:1, pages 335-354.
Crossref
Crossref
Lothar Persic-Beck, Frank Goldhammer & Ulf Kroehne. (2022) Disengaged response behavior when the response button is blocked: Evaluation of a micro-intervention. Frontiers in Psychology 13.
Crossref
Crossref
Esther Ulitzsch, Steffi Pohl, Lale Khorramdel, Ulf Kroehne & Matthias von Davier. (2021) A Response-Time-Based Latent Response Mixture Model for Identifying and Modeling Careless and Insufficient Effort Responding in Survey Data. Psychometrika 87:2, pages 593-619.
Crossref
Crossref
Róbert Csányi & Gyöngyvér Molnár. (2022) A tesztmegoldási motiváció szerepe az alacsony téttel rendelkező tesztek eredményeinek értékelésében. Iskolakultúra 32:1, pages 44-63.
Crossref
Crossref
Zachari Swiecki, Hassan Khosravi, Guanliang Chen, Roberto Martinez-Maldonado, Jason M. Lodge, Sandra Milligan, Neil Selwyn & Dragan Gašević. (2022) Assessment in the age of artificial intelligence. Computers and Education: Artificial Intelligence 3, pages 100075.
Crossref
Crossref
Elodie Pools & Christian Monseur. (2021) Student test-taking effort in low-stakes assessments: evidence from the English version of the PISA 2015 science test. Large-scale Assessments in Education 9:1.
Crossref
Crossref
Yu‐Wei Chang, Nan‐Jung Hsu & Rung‐Ching Tsai. (2021) An item response tree model with not‐all‐distinct end nodes for non‐response modelling. British Journal of Mathematical and Statistical Psychology 74:3, pages 487-512.
Crossref
Crossref
Hatice Cigdem BULUT. (2021) The Continuity of Students’ Disengaged Responding in Low-stakes Assessments: Evidence from Response TimesThe Continuity of Students’ Disengaged Responding in Low-stakes Assessments: Evidence from Response Times. International Journal of Assessment Tools in Education 8:3, pages 527-541.
Crossref
Crossref
Steven L. Wise & Megan R. Kuhfeld. (2020) Using Retest Data to Evaluate and Improve Effort‐Moderated Scoring. Journal of Educational Measurement 58:1, pages 130-149.
Crossref
Crossref
Róbert Csányi & Gyöngyvér Molnár. (2021) A tesztmegoldási motiváció kérdőíves és logadat alapú mérésének összehasonlító elemzése alacsony téttel rendelkező interaktív problémamegoldó környezetben. Magyar Pedagógia 121:3, pages 281-307.
Crossref
Crossref
Füsun Sahin & Kimberly F. Colvin. (2020) Enhancing response time thresholds with response behaviors for detecting disengaged examinees. Large-scale Assessments in Education 8:1.
Crossref
Crossref
Esther Ulitzsch, Matthias Davier & Steffi Pohl. (2019) A hierarchical latent response model for inferences about examinee engagement in terms of guessing and item‐level non‐response. British Journal of Mathematical and Statistical Psychology 73:S1, pages 83-112.
Crossref
Crossref
Gerli Silm, Margus Pedaste & Karin Täht. (2020) The relationship between performance and test-taking effort when measured with self-report or time-based instruments: A meta-analytic review. Educational Research Review 31, pages 100335.
Crossref
Crossref
Jochen Ranger, Nico Schmidt & Anett Wolgast. (2020) The Detection of Cheating on E-Exams in Higher Education—The Performance of Several Old and Some New Indicators. Frontiers in Psychology 11.
Crossref
Crossref
Yue Liu, Ying Cheng & Hongyun Liu. (2020) Identifying Effortful Individuals With Mixture Modeling Response Accuracy and Response Time Simultaneously to Improve Item Parameter Estimation. Educational and Psychological Measurement 80:4, pages 775-807.
Crossref
Crossref
Frank Goldhammer, Carolin Hahnel & Ulf Kroehne. 2020. Large-Scale Cognitive Assessment. Large-Scale Cognitive Assessment
239
269
.
Marlit Annalena Lindner, Oliver Lüdtke & Gabriel Nagy. (2019) The Onset of Rapid-Guessing Behavior Over the Course of Testing Time: A Matter of Motivation and Cognitive Resources. Frontiers in Psychology 10.
Crossref
Crossref
Paul De Boeck & Minjeong Jeon. (2019) An Overview of Models for Response Times and Processes in Cognitive Tests. Frontiers in Psychology 10.
Crossref
Crossref
Patrick Kyllonen & Harrison Kell. (2018) Ability Tests Measure Personality, Personality Tests Measure Ability: Disentangling Construct and Method in Evaluating the Relationship between Personality and Ability. Journal of Intelligence 6:3, pages 32.
Crossref
Crossref
Frank Goldhammer, Thomas Martens & Oliver Lüdtke. (2017) Conditioning factors of test-taking engagement in PIAAC: an exploratory IRT modelling approach considering person and item characteristics. Large-scale Assessments in Education 5:1.
Crossref
Crossref