Addressing test-taking disengagement: The influence of embedded self-report items and grading on performance
Studies in Educational Evaluation, cilt.88, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 88
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.stueduc.2026.101573
- Dergi Adı: Studies in Educational Evaluation
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Education Abstracts, Educational research abstracts (ERA), Index Islamicus
- Anahtar Kelimeler: Grading, Response time, Self-report items, Test-taking disengagement
- Anadolu Üniversitesi Adresli: Evet
Özet
Achievement tests are widely used to evaluate students’ academic performance. Critically, the validity of test scores depends on the assumption that students make a certain level of effort throughout testing, ensuring their responses accurately reflect their true abilities, which requires continuous engagement. Disengagement poses a serious threat to the validity of test scores by distorting psychometric properties and reducing measurement accuracy. This study examined the phenomenon of disengaged responding by testing the effects of self-report (SR) item placement and grading conditions on performance. It also explored individual-level predictors such as self-reported effort and response time. A two-way between-subjects factorial design was employed across two phases. Overall results indicated that the effects of SR item frequency and grading on test scores were not supported. However, individual-level variables—response time and self-reported effort—emerged as more reliable predictors of test scores. Recommendations and implications are discussed within the context of existing literature.