Motivational theory is often used to develop strategies for boosting student effort on assessments, particularly in low stakes situations. Increasing students' cognitive engagement on such assessments may also impact student effort. However, before such interventions can be evaluated, a sound measure of cognitive engagement must be identified. This study examines the factor structure of a scale (CE-S) modified to measure students' cognitive engagement specifically on assessment tests. A 2-factor model of cognitive engagement supports the interpretation of two subscale scores. The relationship between these subscale scores and scores on measures of motivation and goal orientation further supports two separate subscales of cognitive engagement. Future research and implications for use of the CE-S in assessment practice is discussed.