Motivation in Computer-Based Tests

When low-stakes assessments are administered to examinees, the degree to which examinees give their best effort is often unclear, complicating the validity and interpretation of the resulting test scores. This study introduces a new method for measuring examinee test-taking effort on computer-based test items based on item response time. This measure, termed response time effort (RTE), is based on the hypothesis that when administered an item, unmotivated examinees will answer too quickly (i.e., before they had time to read and fully consider the item). Psychometric characteristics of RTE scores were empirically investigated and supportive evidence for score reliability and validity was found. Potential applications of RTE scores and their implications are discussed. When we measure an examinee’s proficiency by administering an achievement test, we implicitly assume that the examinee will try to show us what he or she knows and can do. The validity of an inference made about the examinee on the basis of his or her test score, however, is dependent on the amount of effort that the examinee puts fort