Little was known before this study about students who rapidly guess over the course of several tests¶
Claim · All claims
Evidence · 1 study · associationalr?·q1
Currency · newest study 2019 · 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.
q1 i? Prior to this study, research on rapid guessing had not examined students who rapidly guess repeatedly across several tests. → James Soland 2019
Evidence¶
James Soland 2019¶
James Soland, Megan Kuhfeld. (2019). Do students rapidly guess repeatedly over time? A longitudinal analysis of student test disengagement, background, and attitudes. Educational Assessment, 24(4), 327-342. https://doi.org/10.1080/10627197.2019.1645592
q1 · i? · associational · r?
The article's statement of the research gap: existing work addressed identifying disengaged item responses via rapid guessing measures, but "little is known about students who rapidly guess over the course of several tests." This is the authors' framing of prior literature, offered without cited evidence in the available text.
"Considerable research has examined the use of rapid guessing measures to identify disengaged item responses. However, little is known about students who rapidly guess over the course of several tests."
Discussion¶
Related Claims¶
- Rapid guessing can be examined over three years using six test administrations to distinguish trait-like from situational disengagement — related
- Academic disengagement behaviors such as chronic absenteeism and course failures are related to test disengagement behaviors such as rapid guessing — related
- Rapid guessing on achievement tests tends to be more state-like than academic achievement scores, which are fairly stable over time — related
- Social-emotional factors, including low academic self-efficacy and self-management, are related to rapid guessing behavior — related
- Repeated rapid guessing across several tests is strongly associated with students' academic self-efficacy and self-management scores — related
- The study examines whether rapid guessing over several tests is associated with background variables such as English learner status — related
- 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
- Rapid guessing on achievement tests varies across grades, subjects, and teachers — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
little-known-repeated-rapid-guessing-gap |
title |
Little was known before this study about students who rapidly guess over the course of several tests |
description |
Little was known before this study about students who rapidly guess over the course of several tests |
status |
review |
evidence_strength |
weak |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — james-soland-2019 |
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