Rapid guessing did not appear to substantively affect teacher value-added estimates under the value-added specifications used¶
Claim · All claims
Evidence · 1 study · associationalr?·q3
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2021: 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.
q3 i? Rapid guessing behavior did not appear to have a substantive effect on teacher value-added estimates under the specifications used in the research. → Jensen 2018
Evidence¶
Jensen 2018¶
Jensen, N., Rice, A., & Soland, J. (2018). The influence of rapidly guessed item responses on teacher value-added estimates: Implications for policy and practice. Educational Evaluation and Policy Analysis, 40(2), 267-284. https://doi.org/10.3102/0162373718759600 doi:10.3102/0162373718759600
q3 · i? · associational · r?
The study evaluated whether rapid guessing influenced teacher value-added estimates and reports that "this type of behavior did not appear to affect estimates of teacher performance" under the specifications used. No effect size is printed in the available text.
"However, based on the value-added specifications used in this research, this type of behavior did not appear to affect estimates of teacher performance."
Discussion¶
Related Claims¶
- Rapid guessing on achievement tests varies across grades, subjects, and teachers — related
- The working paper examines the sensitivity and precision of teacher value-added estimates under specifications differing in student-level, peer-level, and double-lagged achievement controls — a broader claim this one bears on
- Omitting same-subject pre-tests affects value-added estimates more than excluding other student background characteristics — related
- Replacing classroom peer characteristics with teacher-level averages and allowing demographics to influence the lagged-achievement relationship have smaller practical consequences than other specification choices — related
- Rapid-guessing behavior can distort test scores and adversely affect measurement — related
- Differences in rapid guessing between subgroups generally do not impact substantive interpretations of achievement gaps — related
- Rapid guessing had mostly minimal effects on estimates of school contributions to student growth in this sample — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
rapid-guessing-no-substantive-effect-value-added |
title |
Rapid guessing did not appear to substantively affect teacher value-added estimates under the value-added specifications used |
description |
Rapid guessing did not appear to substantively affect teacher value-added estimates under the value-added specifications used |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
source_checked |
2026-10-20 |
recheck_by |
2021 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jensen-2018 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.