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Rapid‐Guessing Behavior: Its Identification, Interpretation, and Implications

Educational measurement, issues and practice, 2017-12, Vol.36 (4), p.52-61

Wise, Steven L.

2017

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Controlling construct-irrelevant factors through computer-based testing: disengagement, anxiety, & cheating

Education Inquiry, 2019-01, Vol.10 (1), p.21-33

Wise, Steven L.

2019

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An Information-Based Approach to Identifying Rapid-Guessing Thresholds

Applied measurement in education, 2019-10, Vol.32 (4), p.325-336

Wise, Steven L.

2019

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Effort Analysis: Individual Score Validation of Achievement Test Data

Applied measurement in education, 2015-07, Vol.28 (3), p.237-252

Wise, Steven L.

2015

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Low Examinee Effort in Low-Stakes Assessment: Problems and Potential Solutions

Educational assessment, 2005-01, Vol.10 (1), p.1-17

2005

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The Impact of Test-Taking Disengagement on Item Content Representation

Applied measurement in education, 2020-04, Vol.33 (2), p.83-94

Wise, Steven L.

2020

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Setting the Response Time Threshold Parameter to Differentiate Solution Behavior From Rapid-Guessing Behavior

Educational and psychological measurement, 2007-08, Vol.67 (4), p.606-619

2007

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A General Approach to Measuring Test-Taking Effort on Computer-Based Tests

Applied measurement in education, 2017-10, Vol.30 (4), p.343-354

2017

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Six insights regarding test-taking disengagement

Educational research and evaluation, 2020-08, Vol.26 (5-6), p.328-338

Wise, Steven L.

2020

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Using Retest Data to Evaluate and Improve Effort‐Moderated Scoring

Journal of educational measurement, 2021-03, Vol.58 (1), p.130-149

2021

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Backtalk: The emerging science of test-taking disengagement

Phi Delta Kappan, 2019-11, Vol.101 (3), p.72-72

Wise, Steven L.

2019

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Performance Decline as an Indicator of Generalized Test-Taking Disengagement

Applied measurement in education, 2022-10, Vol.35 (4), p.272-286

2022

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The Impact of Disengaged Test Taking on a State's Accountability Test Results

Educational assessment, 2021-07, Vol.26 (3), p.163-174

2021

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Modeling Student Test-Taking Motivation in the Context of an Adaptive Achievement Test

Journal of educational measurement, 2016-03, Vol.53 (1), p.86-105

2016

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Reconceptualizing Rapid Responses as a Speededness Indicator in High-Stakes Assessments

Applied measurement in education, 2021-10, Vol.34 (4), p.312-326

2021

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Don't Test After Lunch: The Relationship Between Disengagement and the Time of Day That Low-Stakes Testing Occurs

Applied measurement in education, 2024-01, Vol.37 (1), p.14-28

2024

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Identifying Disengaged Survey Responses: New Evidence Using Response Time Metadata

Applied measurement in education, 2019-04, Vol.32 (2), p.151-165

2019

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The (Non)Impact of Differential Test Taker Engagement on Aggregated Scores

International journal of testing, 2020-01, Vol.20 (1), p.57-77

2020

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The Effects of Effort Monitoring With Proctor Notification on Test-Taking Engagement, Test Performance, and Validity

Applied measurement in education, 2019-04, Vol.32 (2), p.183-192

2019

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Assessment in the Time of COVID-19: Understanding Patterns of Student Disengagement during Remote Low-Stakes Testing

Educational assessment, 2022-04, Vol.27 (2), p.136-151

2022

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Response Time Effort: A New Measure of Examinee Motivation in Computer-Based Tests

Applied measurement in education, 2005-04, Vol.18 (2), p.163-183

2005

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An Investigation of the Differential Effort Received by Items on a Low-Stakes Computer-Based Test

Applied measurement in education, 2006-04, Vol.19 (2), p.95-114

Wise, Steven L.

2006

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An Application of Item Response Time: The Effort-Moderated IRT Model

Journal of educational measurement, 2006-03, Vol.43 (1), p.19-38

2006

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Examinee Noneffort and the Validity of Program Assessment Results

Educational assessment, 2010-01, Vol.15 (1), p.27-41

2010

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Speed–Accuracy Trade-Off? Not So Fast: Marginal Changes in Speed Have Inconsistent Relationships With Accuracy in Real-World Settings

Journal of educational and behavioral statistics, 2022-10, Vol.47 (5), p.576-602

2022

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Rapid‐Guessing Behavior: Its Identification, Interpretation, and Implications

Controlling construct-irrelevant factors through computer-based testing: disengagement, anxiety, & cheating

An Information-Based Approach to Identifying Rapid-Guessing Thresholds

Effort Analysis: Individual Score Validation of Achievement Test Data

Low Examinee Effort in Low-Stakes Assessment: Problems and Potential Solutions

The Impact of Test-Taking Disengagement on Item Content Representation

Setting the Response Time Threshold Parameter to Differentiate Solution Behavior From Rapid-Guessing Behavior

A General Approach to Measuring Test-Taking Effort on Computer-Based Tests

Six insights regarding test-taking disengagement

Using Retest Data to Evaluate and Improve Effort‐Moderated Scoring

Backtalk: The emerging science of test-taking disengagement

Performance Decline as an Indicator of Generalized Test-Taking Disengagement

The Impact of Disengaged Test Taking on a State's Accountability Test Results

Modeling Student Test-Taking Motivation in the Context of an Adaptive Achievement Test

Reconceptualizing Rapid Responses as a Speededness Indicator in High-Stakes Assessments

Don't Test After Lunch: The Relationship Between Disengagement and the Time of Day That Low-Stakes Testing Occurs

Identifying Disengaged Survey Responses: New Evidence Using Response Time Metadata

The (Non)Impact of Differential Test Taker Engagement on Aggregated Scores

The Effects of Effort Monitoring With Proctor Notification on Test-Taking Engagement, Test Performance, and Validity

Assessment in the Time of COVID-19: Understanding Patterns of Student Disengagement during Remote Low-Stakes Testing

Response Time Effort: A New Measure of Examinee Motivation in Computer-Based Tests

An Investigation of the Differential Effort Received by Items on a Low-Stakes Computer-Based Test

An Application of Item Response Time: The Effort-Moderated IRT Model

Examinee Noneffort and the Validity of Program Assessment Results

Speed–Accuracy Trade-Off? Not So Fast: Marginal Changes in Speed Have Inconsistent Relationships With Accuracy in Real-World Settings

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