Computer-based test advantages can be used to manage the effects of disengagement as a construct-irrelevant factor¶
Claim · All claims
Evidence · 1 study · theoreticalr?·q2
Currency · newest study 2018 · not yet checked against its sources · 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.
q2 i? Disengagement is treated as a common construct-irrelevant factor whose effects computer-based tests can help manage. → Steven Wise 2018
Evidence¶
Steven Wise 2018¶
Steven Wise. (2018). Controlling construct-irrelevant factors through computer-based testing: Disengagement, anxiety, & cheating. Education Inquiry 10(1), 21-33. https://www.nwea.org/research/publication/controlling-construct-irrelevant-factors-through-computer-based-testing-disengagement-anxiety-cheating/ doi:10.1080/20004508.2018.1490127
q2 · i? · theoretical · r?
The abstract states that the article discusses "how these advantages can be used to manage the effects of several common construct-irrelevant factors." Disengagement is named in the title as one such factor. No effect sizes or empirical results appear in the available text.
"how these advantages can be used to manage the effects of several common construct-irrelevant factors is discussed"
Discussion¶
Related Claims¶
- Computer-based test advantages can be used to manage the effects of test anxiety as a construct-irrelevant factor — related
- Computer-based test advantages can be used to manage the effects of cheating as a construct-irrelevant factor — related
- Computer-based tests provide unique advantages that can be used to control construct-irrelevant factors threatening test score validity — a broader claim this one bears on
- Rapid guesses on computer-based tests reflect a construct-irrelevant response process rather than the tested knowledge, skills, and abilities — related
- Student test disengagement may bias estimates of educational effectiveness based on observed test results — related
- Rapid-guessing behavior on computer-based tests signals disengaged test taking that threatens score validity — related
- Rapid guessing differs from solution behavior as a form of test-taker disengagement — related
- Rapid guessing can be identified from item-level response time, and its proper interpretation depends on contextual requirements — related
- Differing response styles create a construct-irrelevant source of bias that distorts fundamental inferences made from survey data — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
cbt-manages-disengagement-construct-irrelevance |
title |
Computer-based test advantages can be used to manage the effects of disengagement as a construct-irrelevant factor |
description |
Computer-based test advantages can be used to manage the effects of disengagement as a construct-irrelevant factor |
status |
review |
evidence_strength |
weak |
newest_evidence |
2018 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — steven-wise-2018 |
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