Careless responding is a pervasive concern in research using affective surveys. Although researchers have considered various methods for identifying careless responses, studies are limited that consider the utility of these methods in the context of computer adaptive testing (CAT) for affective scales. Using a simulation study informed by recent…

Buros' "Mental Measurements Yearbook (MMY)" has provided professional reviews of commercially published psychological and educational tests for over 80 years. It serves as a kind of conscience for the testing industry. For a random sample of 50 entries in the "19th MMY" (a total of 100 separate reviews) this study determined…

Large-scale educational assessments are sometimes considered low-stakes, increasing the possibility of confounding true performance level with low motivation. These concerns are amplified in remote testing conditions. To remove the effects of low effort levels in responses observed in remote low-stakes testing, several motivation filtering methods…

We investigate two research questions using a recent statewide transition from paper to computer-based testing: first, the extent to which test mode effects found in prior studies can be eliminated; and second, the degree to which online and paper assessments offer different information about underlying student ability. We first find very small…

An operational multistage adaptive test (MST) requires the development of a large item bank and the effort to continuously replenish the item bank due to concerns about test security and validity over the long term. New items should be pretested and linked to the item bank before being used operationally. The linking item volume fluctuations in…

When student achievement is assessed, we seek to elicit a student's maximum performance -- a goal requiring the assumption that the student is fully engaged. Otherwise, to the extent that disengagement occurs, test performance is likely to suffer. Effectively managing test-taking disengagement requires an understanding of the testing conditions…

When tests are low stakes for examinees, meaning there are little to no personal consequences associated with test results, some examinees put little effort into their performance. To understand the causes and consequences of diminished effort, researchers correlate test-taking effort with other variables, such as test-taking emotions and test…

Several states in the US have removed time limits on their state assessments. In Indiana, where this study takes place, the state assessment is both untimed during the testing window and allows unlimited breaks during the testing session. Using grade 3 and 8 math and English state assessment data, in this paper we focus on time used for testing…

Educational testing has been criticized for its disconnect from modern cognitive science and its limited role in improving instruction and student learning. Reform efforts emphasize the need for testing to provide specific diagnostic insights into students' skills and knowledge. Cognitive diagnosis (CD), an emerging paradigm in educational…

Testing programs are confronted with the decision of whether to report individual scores for examinees that have engaged in rapid guessing (RG). As noted by the "Standards for Educational and Psychological Testing," this decision should be based on a documented criterion that determines score exclusion. To this end, a number of heuristic…

Recent research has demonstrated an intersectional approach to the study of differential item functioning (DIF). This approach expands DIF to account for the interactions between what have traditionally been treated as separate grouping variables. In this paper, we compare traditional and intersectional DIF analyses using data from a state testing…

Test-taking experience is a consequence of the interaction between students and assessment properties. We define a new notion, rapid-pacing behavior, to reflect two types of test-taking experience -- disengagement and speededness. To identify rapid-pacing behavior, we extend existing methods to develop response-time thresholds for individual items…

The present study proposes a Bayesian approach for estimating and testing the operation-specific learning model, a variant of the linear logistic test model that allows for the measurement of the learning that occurs during a test as a result of the repeated use of the operations involved in the items. The advantages of using a Bayesian framework…

The current study expands on previous research on gender differences and similarities in science test scores. Using three different approaches -- differential item functioning, differential distractor functioning, and decision tree analysis -- we examine a high school science assessment administered to 3,849 10th-12th graders, of whom 2,021 are…

According to the "Standards for Educational and Psychological Testing" (2014), one aspect of test fairness concerns examinees having comparable opportunities to learn prior to taking tests. Meanwhile, many researchers are developing platforms enhanced by artificial intelligence (AI) that can personalize curriculum to individual student…