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¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2019 · not yet checked against its sources · 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? Disengagement distorted individual student scores in both positive and negative directions, and these distortions tended to cancel out much of the net distortive effect on a school's mean. → 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 second factor the study identifies for the stability of school means. The abstract reports that disengagement "produced both positive and negative distortion of individual student scores," tending to cancel the net effect on the school mean.
"Second, and most interestingly, disengagement produced both positive and negative distortion of individual student scores, which tended to cancel out much of the net distortive effect on the school’s mean."
Discussion¶
Related Claims¶
- Distortive effects of disengagement on school means were diluted by the high proportion of students exhibiting no non-effortful behavior — related
- Test-taking disengagement distorts both individual and aggregated test scores — a broader claim this one bears on
- Two decades of research have produced advances in both the measurement of test-taking disengagement and understanding of its distortive impact on individual and aggregated scores — related
- One measurement article argues that low test-taking motivation biases an individual student's achievement test score downward — reports the opposite
- School-level aggregated scores on the computer-based PISA-Based Test for Schools were highly stable despite considerable differential engagement among schools — related
- Disengaged test taking materially impacts individual state summative test scores but may have relatively minor impact on score aggregations — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
positive-negative-distortion-cancellation |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
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 |
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