Identifying rapid guessing is important for the validity of achievement test scores, particularly with low-stakes tests¶

Claim · All claims
Evidence · 1 study · design r2 · q1
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¶

q1 i? Rapid-guessing identification matters for promoting the validity of achievement test scores, especially in low-stakes testing contexts. → Wise 2019

Evidence¶

Wise 2019¶

Wise, S. (2019). An information-based approach to identifying rapid-guessing thresholds. Applied Measurement in Education, 32(4), 325-336. https://www.nwea.org/research/publication/an-information-based-approach-to-identifying-rapid-guessing-thresholds/

q1 · i? · design · r2

The article's opening motivational statement, offered without supporting data in the available text. It asserts that rapid-guessing identification is important "to promote the validity of achievement test scores, particularly with low-stakes tests."

"The identification of rapid guessing is important to promote the validity of achievement test scores, particularly with low-stakes tests."

Discussion¶

Related Claims¶

• Very short response times (rapid guessing) indicate disengaged test taking in both high-stakes and low-stakes testing contexts — related
• A meaningful percentage of Grade 8 state summative test events showed rapid guessing, varying by subject: 5.5% in mathematics, 6.7% in ELA, and 3.5% in science — related
• Rapid guessing tends to negatively distort scores and diminish validity — possibly the same claim (merge candidate)
• The test platform detects rapid guessing in real time and attempts to re-engage disengaged students to protect score validity — related
• Rapid guessing on achievement tests varies across grades, subjects, and teachers — related
• Social-emotional factors, including low academic self-efficacy and self-management, are related to rapid guessing behavior — related
• Rapid-guessing behavior on computer-based tests signals disengaged test taking that threatens score validity — possibly the same claim (merge candidate)
• Rapid guessing can be identified from item-level response time, and its proper interpretation depends on contextual requirements — related