The study examines whether rapid guessing over several tests is associated with background variables such as English learner status¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Within the LST models, the authors examined associations between rapid guessing and background variables like English learner status. → James Soland 2020

Evidence¶

James Soland 2020¶

James Soland, Steven Wise. (2020). Do students rapidly guess repeatedly over time? A longitudinal analysis of student test disengagement, background, and attitudes. NWEA Research presentation, 2020 National Council on Measurement in Education virtual conference. https://www.nwea.org/research/publication/do-students-rapidly-guess-repeatedly-over-time-a-longitudinal-analysis-of-student-test-disengagement-background-and-attitudes/ doi:10.1080/10627197.2019.1645592

q2 · i? · associational · r?

The abstract states the study design: "we also examine whether rapid guessing over the course of several tests is associated with ... background variables like English learner status." The abstract reports no result or coefficient for these background variables.

"Within such models, we also examine whether rapid guessing over the course of several tests is associated with certain psychological measures, such as academic self-efficacy survey scores, and background variables like English learner status."

Discussion¶

Related Claims¶

• Rapid guessing can be examined over three years using six test administrations to distinguish trait-like from situational disengagement — related
• Repeated rapid guessing across several tests is strongly associated with students' academic self-efficacy and self-management scores — related
• Little was known before this study about students who rapidly guess over the course of several tests — related
• Rapid guessing on achievement tests tends to be fairly state-like rather than a stable trait-like behavior, compared to academic achievement scores which are fairly stable — related
• Academic disengagement behaviors such as chronic absenteeism and course failures are related to test disengagement behaviors such as rapid guessing — related
• Social-emotional factors, including low academic self-efficacy and self-management, are related to rapid guessing behavior — related