Research Information System
Studies in Educational Evaluation, vol.88, 2026 (SSCI, Scopus)
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.