Response acceleration is heterogeneous by ability: lower ability estimates are associated with larger increases in acceleration¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Reductions in response time across the assessment are heterogeneous as a function of estimated ability, with lower ability estimates associated with larger increases in acceleration. → Domingue 2021

Evidence¶

Domingue 2021¶

Domingue, B., Kanopka, K., Staug, B., Soland, J., Kuhfeld, M., Wise, S., & Piech, C. (2021). Variation in respondent speed and its implications: Evidence from an adaptive testing scenario. Journal of Educational Measurement, 58(3), 335-363. doi:10.1111/jedm.12291

q2 · i? · associational · r2

Analysis of the adaptive MAP Growth Reading Assessment data shows acceleration "are heterogeneous as a function of estimated ability"; the article reports that "lower ability estimates are associated with larger increases in acceleration." No effect size is printed in the available text.

"We note that such reductions are heterogeneous as a function of estimated ability (lower ability estimates are associated with larger increases in acceleration)"

Discussion¶

Related Claims¶

• Response acceleration occurs in adaptive testing: response time is reduced for responses occurring later in the assessment — a broader claim this one bears on
• Response-time reductions lead to lower accuracy relative to expectation for lower ability students — related
• Ability and speed are negatively correlated, and the reading test's ability estimates are more affected by speed than the math test's — related