Identifying low test-taking effort during low-stakes tests with the new Test-taking Effort Short Scale (TESS) - Development and psychometrics

Abstract

Background: Low-stakes tests are becoming increasingly important in international assessments of educational progress, and the validity of these results is essential especially as these results are often used for benchmarking. Test scores in these tests not only mirror students' ability but also depend on their test-taking effort. One way to obtain more valid scores from participating samples is to identify test-takers with low test-taking effort and to exclude them from further analyses. Self-assessment is a convenient and quick way of measuring test-taking effort. We present the newly developed Test-taking Effort Short Scale (TESS), which comprises three items measuring attainment value/intrinsic value, utility value, and perceived benefits, respectively. Methods: In a multicenter validation study with N = 1837 medical students sitting a low-stakes progress test we analyzed item and test statistics including construct and external validity. Results: TESS showed very good psychometric properties. We propose an approach using stanine norms to determine a cutoff value for identifying participants with low test-taking effort. Conclusion: With just three items, TESS is shorter than most established self-assessment scales; it is thus suited for administration after low-stakes progress testing. However, further studies are necessary to establish its suitability for routine usage in assessment outside progress testing.