Disengaged test-taking rates varied greatly by subgroup, grade, and term in this sample¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: local conditions change quickly

Subclaims¶

q2 i? Black students showed the highest rapid-guessing rates, followed by White and Hispanic students, with Asian students lowest. → Kuhfeld 2019

Evidence¶

Kuhfeld 2019¶

Kuhfeld, M. & Soland, J. (2019). Using Assessment Metadata to Quantify the Impact of Test Disengagement on Estimates of Educational Effectiveness. (The Collaborative for Student Growth at NWEA Working Paper). https://www.nwea.org/research/publication/using-assessment-metadata-to-quantify-the-impact-of-test-disengagement-on-estimates-of-educational-effectiveness-paper/

q2 · i? · associational · r2

Table 2 reports proportions of students meeting the disengaged test event criterion by grade, term, and race/ethnicity. The article states rates "varied greatly by subgroup, with Black students showing the highest rates" and Asian students consistently the lowest.

"rates of disengaged test taking varied greatly by subgroup, with Black students showing the highest rates of rapid guessing followed by White and Hispanics students"

Discussion¶

Related Claims¶

• Test effort differs substantially by student subgroup, with males rapidly guessing nearly twice as often as females in later grades and Black students rapidly guessing more often than White students — related
• Disengagement rates on the state summative test varied materially across gender, ethnicity, IEP status, LEP status, FRL status, and disability status — a broader claim this one bears on
• Rapid-guessing behavior can distort test scores and adversely affect measurement — related
• Differences in rapid guessing between subgroups generally do not impact substantive interpretations of achievement gaps — related
• Assessment metadata can be used to quantify the impact of test disengagement on estimates of educational effectiveness — related
• Motivation filtering reversed the estimated Black-White fall-to-fall growth gap direction in later grades — related
• Student test effort differs substantially across student gender and racial subgroups — a broader claim this one bears on
• Academic disengagement behaviors such as chronic absenteeism and course failures are related to test disengagement behaviors such as rapid guessing — related