Assessment metadata can be used to quantify the impact of test disengagement on estimates of educational effectiveness¶
Claim · All claims
Evidence · 1 study · associationalr?·q1
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Assessment metadata can quantify the impact of test disengagement on effectiveness estimates, per the associated working paper and journal article the page lists. → Megan Kuhfeld 2019
Evidence¶
Megan Kuhfeld 2019¶
Megan Kuhfeld, James Soland. (2019). Measuring the impact of test disengagement on estimates of educational effectiveness. NWEA Research. https://www.nwea.org/research/publication/measuring-the-impact-of-test-disengagement-on-estimates-of-educational-effectiveness/
q1 · i? · associational · r?
The page lists an associated working paper and journal article titled "Using assessment metadata to quantify the impact of test disengagement on estimates of educational effectiveness." The page itself prints no methods or findings from those works.
"Using assessment metadata to quantify the impact of test disengagement on estimates of educational effectiveness"
Discussion¶
Related Claims¶
- Test disengagement could undermine inferences drawn from observed achievement scores — a broader claim this one bears on
- Accounting for test disengagement had minimal impact on estimates of school growth contributions, achievement gaps, and summer learning loss — related
- Removing disengaged examinees from the sample will likely induce bias in estimates of educational effectiveness — related
- Rapid guessing had mostly minimal effects on estimates of school contributions to student growth in this sample — a narrower finding that bears on this claim
- Disengaged test-taking rates varied greatly by subgroup, grade, and term in this sample — related
- Summer learning loss estimates changed significantly under filtering but not effort-moderated scoring — a narrower finding that bears on this claim
- Motivation filtering reversed the estimated Black-White fall-to-fall growth gap direction in later grades — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
assessment-metadata-quantify-disengagement-impact |
title |
Assessment metadata can be used to quantify the impact of test disengagement on estimates of educational effectiveness |
description |
Assessment metadata can be used to quantify the impact of test disengagement on estimates of educational effectiveness |
status |
review |
evidence_strength |
weak |
newest_evidence |
2019 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — megan-kuhfeld-2019 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.