Identifying Low‐Effort Examinees on Student Learning Outcomes Assessment: A Comparison of Two Approaches

Abstract

This chapter describes a study that compares two approaches (self‐reported effort [SRE] and response time effort [RTE]) for identifying low‐effort examinees in student learning outcomes assessment. Although both approaches equally discriminated from measures of ability (e.g., SAT scores), RTE was found to have a stronger relationship with test performance, identified more low‐effort examinees, and led to higher mean performance upon filtering than the SRE approach.