Proctor notification after rapid-guessing detection improved test performance and yielded higher convergent validation evidence¶
Claim · All claims
Evidence · 1 study · causalr?·q2
Currency · newest study 2019 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · 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.
q2 i? After a proctor notification was triggered, test performance improved and test scores exhibited higher convergent validation evidence. → Steven Wise 2019
Evidence¶
Steven Wise 2019¶
Steven Wise, Megan Kuhfeld, James Soland. (2019). The effects of effort monitoring with proctor notification on test-taking engagement, test performance, and validity. Applied Measurement in Education, 32(2), 183-192. https://www.nwea.org/research/publication/the-effects-of-effort-monitoring-with-proctor-notification-on-test-taking-engagement-test-performance-and-validity/ doi:10.1080/08957347.2019.1577248
q2 · i? · causal · r?
The abstract reports that after notification "test performance improved, and test scores exhibited higher convergent validation evidence." No effect sizes or test statistics are printed in the available text, so impact is coded i?; the direction of the reported findings is positive.
"The results showed that, after a proctor notification was triggered, test-taking engagement tended to increase, test performance improved, and test scores exhibited higher convergent validation evidence."
Discussion¶
Related Claims¶
- One measurement article argues that low test-taking motivation biases an individual student's achievement test score downward — the general claim this finding bears on, with the studies behind it
- After a proctor notification triggered by rapid-guessing detection, test-taking engagement tended to increase — related
- Rapid-guessing behavior on computer-based tests signals disengaged test taking that threatens score validity — related
- The test platform detects rapid guessing in real time and attempts to re-engage disengaged students to protect score validity — related
- The assessment's engagement feature had a consistently positive impact under both in-person and remote proctoring — related
- Student test-taking disengagement on remotely administered adaptive interim assessments differs from disengagement on the same assessment administered in school — related
- Social-emotional factors, including low academic self-efficacy and self-management, are related to rapid guessing behavior — related
- Rapid guesses on MAP Growth reflect a lack of engagement rather than a lack of knowledge — related
- Twenty years of research on disengaged test taking in international assessment programs yields six insights with implications for assessment programs — related
- Proctor notification when students disengage makes a significant impact on student test engagement — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
proctor-notification-improves-performance-and-validity |
title |
Proctor notification after rapid-guessing detection improved test performance and yielded higher convergent validation evidence |
description |
Proctor notification after rapid-guessing detection improved test performance and yielded higher convergent validation evidence |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
source_checked |
2026-10-19 |
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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