“…Previous studies on position effects in large-scale assessments have mainly focused on its impact on item parameters, such as item difficulty, to address the concern of fairness (e.g., [5][6][7][8][9]). Several more recent studies have also examined how position effects could vary in different subject domains (e.g., [10,11]), for different item types (e.g., [11,12]), or given different student characteristics such as ability levels (e.g., [11,13]) or gender (e.g., [14]). Other studies have explored the relationship between position effect and test-taking effort (e.g., [15,16]) or the relationship between ability and speed, including potential applications of response time in measuring or predicting achievement [17][18][19][20].…”