When disengaged examinees spend too little time reading and considering the content of an item but still respond to the item, rapid-guessing, their responses may not be representative of their ability. Rapid-guessing has been found to distort item parameters and the estimation of examinees' performance on cognitive tests (Schnipke and Scrams 1997; Wise 2015; Wise and DeMars 2006; Wise and Kingsbury 2016) and can distort the validity of the inferences made based on scores. Therefore, detecting rapid-guessing

Mobile phones are increasingly popular tools not only for daily use but also for research purposes. The authors systematically searched related literature using mobile phones as a tool for data collection and found 171 publications consisting of review, empirical, methodological, and theoretical studies in various disciplines such as medicine, engineering, and education. After reviewing contributions of previous review studies, the authors presented a description of data collection process consisting of four steps and used these four steps as a framework to review the existing empirical literature. The authors then reviewed contributions of methodological and theoretical studies, and end with a summary of current practices of collecting mobile data. Current challenges and future directions were also mentioned.

Mobile assessment (m-assessment) is a natural extension of incorporating technology into educational assessment. M-assessment is an emerging field, with foundational studies first published in 2005, but has drawn interest from scholars from all around the world, who have since examined the delivery and effects of m-assessment. Current research encompasses the use of m-assessment in various contexts, including mobile environments, classrooms, work-based settings, informal learning settings, and distance education settings. Current studies also report the effects of m-assessment on student achievement and attitude, as well as highlighting advantages and concerns regarding the administration of m-assessment. The article concludes with a statement of future research imperatives in four areas: extending the purpose of m-assessment, extending the context in which m-assessment can be used, improving delivery of m-assessment, and advancing research to evaluate effects of m-assessment.

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