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Previous research has shown that rapid-guessing behavior can degrade the validity of test scores from low-stakes proficiency tests. This study examined, using hierarchical generalized linear modeling, examinee and item characteristics for predicting rapid-guessing behavior. Several item characteristics were found significant; items with more text or those occurring later in the test were related to increased rapid guessing, while the inclusion of a graphic in a item was related to decreased rapid guessing. The sole significant examinee predictor was SAT total score. Implications of these results for measurement professionals developing low-stakes tests are discussed.The purpose of achievement testing is to measure an examinee's level of proficiency in a specified content domain. A basic requirement in this endeavor is that the test being used has been competently constructed and is capable of providing reliable and valid test scores. However, there is an additional requirement-that the examinee will try his or her best to answer the test items correctly. Without

The construct validity of scores on the Student Adaptation to College Questionnaire (SACQ) was examined using confirmatory factor analysis (CFA). The purpose of this study was to test the fit of the SACQ authors' proposed four-factor model using a sample of university students. Results indicated that the hypothesized model did not fit. Additional CFAs specifying one-factor models for each subscale were performed to diagnose areas of misfit, and results also indicated lack of fit. Exploratory factor analyses were then conducted and a four-factor model, different from the model proposed by the authors, was examined to provide information for future instrument revisions. It was concluded that researchers need to return to the first stage of instrument development, which would entail examining not only the theories behind adjustment to college in greater detail, but also how the current conceptualization of the SACQ relates to such theories.