Educational program assessment studies often use data from low-stakes tests to provide evidence of program quality. The validity of scores from such tests, however, is potentially threatened by examinee noneffort. This study investigated the extent to which one type of noneffort--rapid-guessing behavior--distorted the results from three types of…

A series of 8 tests was administered to university students over 4 weeks for program assessment purposes. The stakes of these tests were low for students; they received course points based on test completion, not test performance. Tests were administered in a counterbalanced order across 2 administrations. Response time effort, a measure of the…

Student test-taking motivation in low-stakes assessment testing is examined in terms of both its relationship to test performance and the implications of low student effort for test validity. A theoretical model of test-taking motivation is presented, with a synthesis of previous research indicating that low student motivation is associated with a…