Academic disengagement behaviors such as chronic absenteeism and course failures are related to test disengagement behaviors such as rapid guessing¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Behaviors indicative of academic disengagement, like chronic absenteeism and course failures, are related to behaviors indicative of test disengagement, like rapidly guessing on items. → Emily Wolk 2018

Evidence¶

Emily Wolk 2018¶

Emily Wolk, Sharon Bi, Tran Keys. (2018). Are test and academic disengagement related? Implications for measurement and practice. Educational Assessment 24(2), 119-134. https://www.nwea.org/research-publications/ doi:10.1080/10627197.2019.1575723

q2 · i? · associational · r?

The study analyzed whether academic disengagement indicators (chronic absenteeism, course failures) relate to test disengagement (rapid guessing); "Our results provide evidence that academic and test disengagement are related".

"we examine whether behaviors indicative of academic disengagement like chronic absenteeism and course failures are related to behaviors indicative of test disengagement like rapidly guessing on items"

Discussion¶

Related Claims¶

• Social-emotional factors, including low academic self-efficacy and self-management, are related to rapid guessing behavior — related
• Students who fail Algebra I show far more signs of ninth-grade disengagement, including higher absenteeism and suspension rates — related
• Attendance and effort, more than test scores or demographics, drive course grades, GPA, course failure, graduation, and college readiness — related
• The test platform detects rapid guessing in real time and attempts to re-engage disengaged students to protect score validity — related
• Rapid guessing on achievement tests varies across grades, subjects, and teachers — related
• Little was known before this study about students who rapidly guess over the course of several tests — related
• Rapid-guessing behavior can distort test scores and adversely affect measurement — related
• A meaningful percentage of Grade 8 state summative test events showed rapid guessing, varying by subject: 5.5% in mathematics, 6.7% in ELA, and 3.5% in science — related
• The study examines whether rapid guessing over several tests is associated with background variables such as English learner status — related
• Rapid-guessing behavior is consistently very low across demographic subpopulations — related
• Rapid-guessing behavior on computer-based tests signals disengaged test taking that threatens score validity — related
• Rapid guessing on achievement tests tends to be fairly state-like rather than a stable trait-like behavior, compared to academic achievement scores which are fairly stable — related
• Rapid guessing is a validated indicator of disengaged item responding — related
• Repeated rapid guessing across several tests is strongly associated with students' academic self-efficacy and self-management scores — related
• Test effort differs substantially by student subgroup, with males rapidly guessing nearly twice as often as females in later grades and Black students rapidly guessing more often than White students — related
• Students who have experienced three or more ACEs are more likely to experience chronic absenteeism, behavioral problems, and academic failure — related
• Rapid guessing can be examined over three years using six test administrations to distinguish trait-like from situational disengagement — related
• Disengaged test-taking rates varied greatly by subgroup, grade, and term in this sample — related