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Controlling construct-irrelevant factors through computer-based testing: disengagement, anxiety, & cheating
16 references·1 citing·39 second hop
Controlling construct-irrelevant factors through computer-based testing: disengagement, anxiety, & cheating (2018)Controlling construct-irrelevant factors …Rapid‐Guessing Behavior: Its Identification, Interpretation, and Implications (2017)Rapid‐Guessing Behavior: Its …Educational measurement. (2015)Educational measurement.Skill and will: test‐taking motivation and assessment quality (2010)Skill and will: test‐taking m…The Mode Effect: A Literature Review of Human and Technological Issues in Computerized Testing (2006)The Mode Effect: A Literature…An Investigation of the Differential Effort Received by Items on a Low-Stakes Computer-Based Test (2006)An Investigation of the Diffe…An Application of Item Response Time: The Effort‐Moderated IRT Model (2006)An Application of Item Respon…Response Time Effort: A New Measure of Examinee Motivation in Computer-Based Tests (2005)Response Time Effort: A New M…Low Examinee Effort in Low-Stakes Assessment: Problems and Potential Solutions (2005)Low Examinee Effort in Low-St…Construct‐Irrelevant Variance in High‐Stakes Testing (2004)Construct‐Irrelevant Variance…Computerized Adaptive Testing (2000)Computerized Adaptive TestingTest Anxiety: The State of the Art (1998)Test Anxiety: The State of th…The Consequence of Consequence: Motivation, Anxiety, and Test Performance (1995)The Consequence of Consequenc…Consequence of Performance, Test, Motivation, and Mentally Taxing Items (1995)Consequence of Performance, T…Correlates, Causes, Effects, and Treatment of Test Anxiety (1988)Correlates, Causes, Effects, …THE PSYCHOLOGY OF EDUCATIONAL MEASUREMENT (1984)THE PSYCHOLOGY OF EDUCATIONAL…APPLICATION OF COMPUTERIZED ADAPTIVE TESTING TO EDUCATIONAL PROBLEMS (1984)APPLICATION OF COMPUTERIZED A…An investigation of item, examinee, and country correlates of rapid guessing in PISA (2022)An investigation of item, exa…Probabilistic Models for Some Intelligence and Attainment Tests (1961)Motivation in Education: Theory, Research, and Applications (1995)Detecting and Deterring Insufficient Effort Responding to Surveys (2011)Separating the Shirkers from the Workers? Making Sure Respondents Pay Attention on Self‐Administered Surveys (2013)PISA 2018 Results (Volume I) (2019)Theory of Mental Tests (1950)Statistical Theories of Mental Test Scores (1969)The Patient-Reported Outcomes Measurement Information System (PROMIS) (2007)How Item Banks and Their Application Can Influence Measurement Practice in Rehabilitation Medicine: A PROMIS Fatigue Item Bank Example (2011)Applications of Item Response Theory To Practical Testing Problems (2012)Psychometric properties of the Penn Computerized Neurocognitive Battery. (2014)Book Reviews: Statistical Methods for Meta-Analysis Larry V. Hedges and Ingram Olkin New York: Academic Press, 1985. xxii + 369 pp (1988)Expectancy–Value Theory of Achievement Motivation (2000)Gamification in assessment: Do points affect test performance? (2014)Expectancies, values and academic behaviors (1983)Measuring Learning Outcomes in Higher Education (2012)Construct validity in psychological tests. (1955)Reviews: Lord, Frederic M., and Novick, Melvin R. (with contributions by Allan Birnbaum). Statistical Theories of Mental Test Scores. Reading, Mass.: Addison-Wesley, 1968. xii + 568 pp. $14.95. (1969)Confirmatory Factor Analytic Procedures for the Determination of Measurement Invariance (2006)Examinee Noneffort and the Validity of Program Assessment Results (2010)Cognitive and Emotional Components of Test Anxiety: A Distinction and Some Initial Data (1967)Meta-analysis in social research (1982)Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. (1996)The Role of Goal Orientation in Self-Regulated Learning (2000)Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research (2002)The Nature of Human Intelligence (1968)Educational Psychology: A Cognitive View (1969)Categorization and Representation of Physics Problems by Experts and Novices* (1981)The Impact of Classroom Evaluation Practices on Students (1988)Concepts of competence (1998)THE ROLE OF SELF-EFFICACY BELIEFS INSTUDENT ENGAGEMENT AND LEARNING INTHECLASSROOM (2003)Achievement goals and discrete achievement emotions: A theoretical model and prospective test. (2006)Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects (2017)Item Response Theory and Clinical Measurement (2008)Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes (2015)Influence of COVID-19 confinement on students’ performance in higher education (2020)Self-Concept: Validation of Construct Interpretations (1976)Thirteen Ways to Look at the Correlation Coefficient (1988)A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students (2004)
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  • 1998Test Anxiety: The State of the Art1,098 cited
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  • 2005Low Examinee Effort in Low-Stakes Assessment: Problems and Potential Solutions593 cited
  • 1984APPLICATION OF COMPUTERIZED ADAPTIVE TESTING TO EDUCATIONAL PROBLEMS500 cited
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  • 2006An Investigation of the Differential Effort Received by Items on a Low-Stakes Computer-Based Test195 cited
  • 1995Consequence of Performance, Test, Motivation, and Mentally Taxing Items130 cited
  • 2006The Mode Effect: A Literature Review of Human and Technological Issues in Computerized Testing

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129 cited
  • 2010Skill and will: test‐taking motivation and assessment quality121 cited
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    • 2022An investigation of item, examinee, and country correlates of rapid guessing in PISA32 cited