Intentional and Unintentional Faking in Education1
Jeremy T. Burrus, Bobby Naemi, Patrick C. Kyllonen · Oxford University Press eBooks · 2011
This chapter identifies two major components of faking in education: intentional faking and unintentional faking. The authors posit that if the ultimate goal of countering faking is to more accurately identify one’s true score, then researchers should consider the possibility that scores that appear faked may be artificially inflated for reasons other than intentional faking. The chapter discusses how intentional faking particularly influences noncognitive assessments in education, expanding on techniques to counter intentional faking in education and some ways in which these techniques are being used in applied settings. In addition, the chapter explores the effects of unintentional faking in education, including when it may occur and ways in which it may be minimized.