As a relevant cognitive-motivational aspect of ICT literacy, a new construct "ICT Engagement" is theoretically based on self-determination theory and involves the factors ICT interest, Perceived ICT competence, Perceived autonomy related to ICT use, and ICT as a topic in social interaction. In this manuscript, we present different…

As researchers in the social sciences, we are often interested in studying not directly observable constructs through assessments and questionnaires. But even in a well-designed and well-implemented study, rapid-guessing behavior may occur. Under rapid-guessing behavior, a task is skimmed shortly but not read and engaged with in-depth. Hence, a…

For many years, reading comprehension in the Programme for International Student Assessment (PISA) was measured via paper-based assessment (PBA). In the 2015 cycle, computer-based assessment (CBA) was introduced, raising the question of whether central equivalence criteria required for a valid interpretation of the results are fulfilled. As an…

In this study, we investigated how empirical indicators of test-taking engagement can be defined, empirically validated, and used to describe group differences in the context of the Programme of International Assessment of Adult Competences (PIAAC). The approach was to distinguish between disengaged and engaged response behavior by means of…

The combination of different item formats is found quite often in large scale assessments, and analyses on the dimensionality often indicate multi-dimensionality of tests regarding the task format. In ICILS 2013, three different item types (information-based response tasks, simulation tasks, and authoring tasks) were used to measure computer and…