This study extends the work of Reckase, Zu, and Kim (2019) by introducing three new measures of test adaptation.

This study investigates whether rapid guessing is a stable trait-like behavior or if rapid guessing is determined mostly by situational variables, and whether rapid guessing over the course of several tests is associated with certain psychological and background measures. We find that rapid guessing tends to be more state-like compared to academic achievement scores, which are fairly stable and that repeated rapid guessing is strongly associated with students’ academic self-efficacy and self-management scores.

This simulation study examines the measurement precision, item exposure rates, and the depth of the MAP Growth item pools under various grade-level restrictions.

This report describes the norming procedures used to produce the user norms for the course-specific MAP Growth Mathematics tests in Algebra 1, Geometry, and Algebra 2.

Disengaged test taking tends to be most prevalent with low-stakes tests. This has led to questions about the validity of aggregated scores from large-scale international assessments such as PISA and TIMSS, as previous research has found a meaningful correlation between the mean engagement and mean performance of countries.

Student performance on standardized tests reflects more than just mastery of the material.

Although several common threshold methods are based on rapid guessing response accuracy or visual inspection of response time distributions, this paper describes a new information-based approach to setting thresholds that does not share the limitations of other methods.