The grade-level disengagement pattern was not meaningfully different between remote and in-school testing¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The pattern of disengagement across grade level did not meaningfully differ between remote spring 2020 testing and in-school fall 2019 testing, except for American Indian/Alaska Native students. → Steven Wise 2022

Evidence¶

Steven Wise 2022¶

Steven Wise, Megan Kuhfeld, John Cronin. (2022). Assessment in the time of COVID-19: Understanding patterns of student disengagement during remote low-stakes testing. Educational Assessment, 27(2), 136-151. https://doi.org/10.1080/10627197.2022.2087621

q3 · i? · causal · r1

Comparing remote spring 2020 administration with in-school fall 2019 administration of the same adaptive interim assessment, the study found the grade-level disengagement pattern "not meaningfully different between the two testing contexts." No effect size is printed in the available text.

"This pattern was not meaningfully different between the two testing contexts, with the exception of results for American Indian/Alaska Native students, who showed higher disengagement under remote testing."

Discussion¶

Related Claims¶

• American Indian/Alaska Native students showed higher disengagement under remote testing than in-school testing — a narrower finding that bears on this claim
• Student disengagement on an adaptive interim assessment gradually increased across grade level — related
• Student test-taking disengagement on remotely administered adaptive interim assessments differs from disengagement on the same assessment administered in school — a broader claim this one bears on
• The assessment's engagement feature had a consistently positive impact under both in-person and remote proctoring — related
• Test engagement was high across all grades on fall 2020 MAP Growth tests in both administration modes — related
• American Indian and Alaska Native students often do not willingly participate in the question-answer activity that constitutes most classroom discussions, because direct questioning in front of peers contradicts community norms — related