The assessment's engagement feature had a consistently positive impact under both in-person and remote proctoring¶

Claim · All claims
Evidence · 1 study · associational r? · q3
Currency · newest study 2022 · checked against its sources 2026-10-09 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? The test's engagement feature, which automatically paused the test of a disengaged student and notified the test proctor, had a consistently positive impact whether proctoring was in the same room or remote. → 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? · associational · r?

The study evaluated the assessment's engagement feature, which "automatically paused the test event of a disengaged student and notified the test proctor," and found a consistently positive impact under both in-room and remote proctoring. No effect size is printed in the available text.

"the test's engagement feature – which automatically paused the test event of a disengaged student and notified the test proctor – had a consistently positive impact whether the proctor was in the same room as the student or proctoring was done remotely"

Discussion¶

Related Claims¶

• American Indian/Alaska Native students showed higher disengagement under remote testing than in-school testing — related
• The test platform detects rapid guessing in real time and attempts to re-engage disengaged students to protect score validity — related
• Test engagement was high across all grades on fall 2020 MAP Growth tests in both administration modes — related
• The grade-level disengagement pattern was not meaningfully different between remote and in-school testing — related
• Student test-taking disengagement on remotely administered adaptive interim assessments differs from disengagement on the same assessment administered in school — related
• Proctor notification after rapid-guessing detection improved test performance and yielded higher convergent validation evidence — related
• Proctor notification when students disengage makes a significant impact on student test engagement — possibly the same claim (merge candidate)
• After a proctor notification triggered by rapid-guessing detection, test-taking engagement tended to increase — related
• Findings of reliability, engagement, and consistent score trends increase confidence in the quality of remotely administered MAP Growth data in grades 3 and up — related