Distortive effects of disengagement on school means were diluted by the high proportion of students exhibiting no non-effortful behavior¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2022: tool and model accuracy changes quickly
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? Any distortive effects of disengagement within a school were diluted because a high proportion of that school's students exhibited no non-effortful behavior. → Steven Wise 2019
Evidence¶
Steven Wise 2019¶
Steven Wise, James Soland, Yuanchao Bo. (2019). The (non)impact of differential test taker engagement on aggregated scores. International Journal of Testing 20 (1), 55-77. https://www.nwea.org/research/publication/the-nonimpact-of-differential-test-taker-engagement-on-aggregated-scores/
q2 · i? · associational · r?
This is the first of two factors the study offers to explain the stability of school means under differential engagement. The abstract states distortive effects "were diluted by a high proportion of the students exhibiting no non-effortful behavior."
"First, any distortive effects of disengagement in a school were diluted by a high proportion of the students exhibiting no non-effortful behavior."
Discussion¶
Related Claims¶
- Disengagement produced both positive and negative distortion of individual student scores, which tended to cancel out much of the net distortive effect on school means — related
- E-M scoring leaves residual score distortion, suggesting some disengaged test responses are nonrapid rather than rapid guesses — related
- Responses used in effort-moderated scoring can sometimes reflect less-than-full, or partial, engagement, making E-M scores less trustworthy — related
- School-level aggregated scores on the computer-based PISA-Based Test for Schools were highly stable despite considerable differential engagement among schools — a broader claim this one bears on
- Test-taking disengagement distorts both individual and aggregated test scores — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
disengagement-diluted-by-engaged-majority |
title |
Distortive effects of disengagement on school means were diluted by the high proportion of students exhibiting no non-effortful behavior |
description |
Distortive effects of disengagement on school means were diluted by the high proportion of students exhibiting no non-effortful behavior |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
source_checked |
2026-10-20 |
recheck_by |
2022 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — steven-wise-2019 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.