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Mathias Benedek; Roger E. Beaty – Journal of Creative Behavior, 2025
The PISA assessment 2022 of creative thinking was a moonshot effort that introduced significant advancements over existing creativity tests, including a broad range of domains (written, visual, social, and scientific), implementation in many languages, and sophisticated scoring methods. PISA 2022 demonstrated the general feasibility of assessing…
Descriptors: Creative Thinking, Creativity, Creativity Tests, Scoring
Esther Ulitzsch; Janine Buchholz; Hyo Jeong Shin; Jonas Bertling; Oliver Lüdtke – Large-scale Assessments in Education, 2024
Common indicator-based approaches to identifying careless and insufficient effort responding (C/IER) in survey data scan response vectors or timing data for aberrances, such as patterns signaling straight lining, multivariate outliers, or signals that respondents rushed through the administered items. Each of these approaches is susceptible to…
Descriptors: Response Style (Tests), Attention, Achievement Tests, Foreign Countries
Andreas Frey; Christoph König; Aron Fink – Journal of Educational Measurement, 2025
The highly adaptive testing (HAT) design is introduced as an alternative test design for the Programme for International Student Assessment (PISA). The principle of HAT is to be as adaptive as possible when selecting items while accounting for PISA's nonstatistical constraints and addressing issues concerning PISA such as item position effects.…
Descriptors: Adaptive Testing, Test Construction, Alternative Assessment, Achievement Tests
Xiuxiu Tang; Yi Zheng; Tong Wu; Kit-Tai Hau; Hua-Hua Chang – Journal of Educational Measurement, 2025
Multistage adaptive testing (MST) has been recently adopted for international large-scale assessments such as Programme for International Student Assessment (PISA). MST offers improved measurement efficiency over traditional nonadaptive tests and improved practical convenience over single-item-adaptive computerized adaptive testing (CAT). As a…
Descriptors: Reaction Time, Test Items, Achievement Tests, Foreign Countries
Militsa G. Ivanova; Hanna Eklöf; Michalis P. Michaelides – Journal of Applied Testing Technology, 2025
Digital administration of assessments allows for the collection of process data indices, such as response time, which can serve as indicators of rapid-guessing and examinee test-taking effort. Setting a time threshold is essential to distinguish effortful from effortless behavior using item response times. Threshold identification methods may…
Descriptors: Test Items, Computer Assisted Testing, Reaction Time, Achievement Tests
Esther Ulitzsch; Steffi Pohl; Lale Khorramdel; Ulf Kroehne; Matthias von Davier – Journal of Educational and Behavioral Statistics, 2024
Questionnaires are by far the most common tool for measuring noncognitive constructs in psychology and educational sciences. Response bias may pose an additional source of variation between respondents that threatens validity of conclusions drawn from questionnaire data. We present a mixture modeling approach that leverages response time data from…
Descriptors: Item Response Theory, Response Style (Tests), Questionnaires, Secondary School Students

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