Understanding the cognitive processes, skills and strategies that examinees use in testing is important for construct validity and score interpretability. Although response processes evidence has long been included as an important aspect of validity (i.e., "Standards for Educational and Psychological Tests," 1999), relevant studies are…

The current study examined whether the learning benefits of pretesting--like those produced by posttesting--generalize to classroom settings, and whether such benefits transfer to non-pretested related information. Before some lectures but not others, undergraduate students enrolled in a large research methods class were given a brief competitive…

Examinees with item preknowledge tend to obtain inflated test scores that undermine test score validity. With the availability of process data collected in computer-based assessments, the research on detecting item preknowledge has progressed on using both item scores and response times. Item revisit patterns of examinees can also be utilized as…

Two-stage testing (TST) involves individual testing followed by taking the same test in teams. Previously, Vogler and Robinson ("The Journal of Experimental Education," 84(4), 787-803, 2016) found that TST facilitated individual performance. The present study addressed methodological limitations in the Vogler and Robinson study in two…

The present study examined the processing and performance of examinees in reading comprehension (RC) tests, when they read the whole text "prior" to its questions ("text-first" strategy [TFs]) compared to reading the text "while" and "for" answering the questions ("questions-first" strategy [QFs]).…

As the use of process data in large-scale educational assessments is becoming more common, it is clear that data on examinees' test-taking behaviors can illuminate their performance, and can have crucial ramifications concerning assessments' validity. A thorough review of the literature in the field may inform researchers and practitioners of…

The purpose of this quantitative study was to provide an initial analysis of variables including academic courses, demographics, and clinical experience used as predictive measures of board certification achievement. With the growing need for perfusionists due to an increase in cardiac procedures and retirement, first-time pass rate on board…

Introduction: Academic stress is a major problem in higher education and can be a risk factor for future academic and mental health problems. Programs to reduce it have focused on psychological interventions (mindfulness, cognitive-behavioral therapy, etc.), ignoring interventions focused on promoting study and learning skills. High academic…

Assessments are common in undergraduate classrooms, with formats including multiple-choice and open-ended (in which the students must generate their own answers) questions. While much is known about the strategies that students use when taking multiple-choice questions, there has yet to be a study evaluating the strategies that students employ…

Practice testing is a powerful tool to consolidate long-term retention of studied information, facilitate subsequent learning of new information, and foster knowledge transfer. However, practitioners frequently express the concern that tests are anxiety-inducing and that their employment in the classroom should be minimized. The current review…

While the effect of reading strategies on L2 test performance has been extensively researched, the effect of test-taking strategies remains underexplored, with mixed results due to varying contextual factors. This study, therefore, investigated the latent structure of test-taking strategies and the relationships among test-taking strategies,…

Tests are often applied to evaluate students' academic performance in all educational contexts. In order to be successful in the tests, students are required not only to possess the knowledge of the subject, but also test-taking strategies which enable them to gain higher test score. The present study was aimed at investigating the relationship…

The response process of problem-solving items contains rich information about respondents' behaviours and cognitive process in the digital tasks, while the information extraction is a big challenge. The aim of the study is to use a data-driven approach to explore the latent states and state transitions underlying problem-solving process to reflect…

Perceived test importance and test-taking effort are typically measured after test completion, contrary to the temporal ordering specified by expectancy-value theory. Retrospective importance and effort scores may reflect students' self-protective attributions of performance, which would support collection of prospective importance and effort…

Teachers often encourage students to use test-taking strategies during reading comprehension assessments, but these strategies are not always evidence-based. One common strategy involves teaching students to read the questions before reading an associated passage. Research findings comparing the passage-first (PF) and questions-first (QF)…