Rapid-guessing behavior varies by item and is significantly related to item length, item position, and presence of ancillary reading material¶

Claim · All claims
Evidence · 1 study · associational r? · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Rapid-guessing behavior varied by item and was significantly related to item length, item position, and presence of ancillary reading material. → Steven Wise 2013

Evidence¶

Steven Wise 2013¶

Steven Wise, J. Carl Setzer, Jill R. van den Heuvel, Guangming Ling. (2013). An investigation of examinee test-taking effort on a large-scale assessment. Applied Measurement in Education, 26(1), 34–49. https://www.nwea.org/research/publication/an-investigation-of-examinee-test-taking-effort-on-a-large-scale-assessment/

q3 · i? · associational · r?

Item-level analysis of the low-stakes instrument showed rapid guessing "varied by item" and was significantly related to the three named item characteristics; no effect sizes are printed in the available text.

"Additionally, rapid-guessing behavior varied by item and was significantly related to item length, item position, and presence of ancillary reading material."

Discussion¶

Related Claims¶

• Rapid guessing on achievement tests varies across grades, subjects, and teachers — related
• Rapid-guessing behavior can distort test scores and adversely affect measurement — related
• Disengaged test taking materially impacts individual state summative test scores but may have relatively minor impact on score aggregations — related
• Solution behavior accuracy does not decrease across item positions, contradicting decreasing effort models of unmotivated test taking — related
• Rapid-guessing behavior occurs on only about 1% of item responses in a commercially available low-stakes assessment — related
• Rapid guessing is a validated indicator of disengaged item responding — related