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Educational Assessment Volume 24, 2019 - Issue 4
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Articles

Do Students Rapidly Guess Repeatedly over Time? A Longitudinal Analysis of Student Test Disengagement, Background, and Attitudes

James SolandUniversity of VirginiaCorrespondence[email protected]
&
Megan KuhfeldNWEA
Pages 327-342 | Published online: 26 Aug 2019

Citations (7)

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Seyma Nur Yildirim-Erbasli & Okan Bulut. (2020) The impact of students’ test-taking effort on growth estimates in low-stakes educational assessments. Educational Research and Evaluation 26:7-8, pages 368-386.
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Articles from other publishers (6)

Guher Gorgun & Okan Bulut. (2023) Incorporating test-taking engagement into the item selection algorithm in low-stakes computerized adaptive tests. Large-scale Assessments in Education 11:1.
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F. Borgonovi, A. Ferrara & M. Piacentini. (2023) From asking to observing. Behavioural measures of socio-emotional and motivational skills in large-scale assessments. Social Science Research 112, pages 102874.
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LeAnne J. Schmidt & Michael DeSchryver. (2021) The Role of Digital Application Literacy in Online Assessment. Journal of Educational Technology Systems 50:3, pages 356-378.
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James Soland, Megan Kuhfeld & Joseph Rios. (2021) Comparing different response time threshold setting methods to detect low effort on a large-scale assessment. Large-scale Assessments in Education 9:1.
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Jonas Radl & Luis Miller. (2021) Conceptual and Methodological Considerations on Effort: An Interdisciplinary Approach. American Behavioral Scientist 65:11, pages 1447-1456.
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Joseph A. Rios & James Soland. (2021) Investigating the Impact of Noneffortful Responses on Individual-Level Scores: Can the Effort-Moderated IRT Model Serve as a Solution?. Applied Psychological Measurement 45:6, pages 391-406.
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