Rapid-guessing behavior on computer-based tests signals disengaged test taking that threatens score validity¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2019 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2022: tool and model accuracy changes quickly

Subclaims¶

q2 i? When computer-based tests are used, disengagement can be detected through occurrences of rapid-guessing behavior. → 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 article's abstract states the premise of the study: that in computer-based testing, "disengagement can be detected through occurrences of rapid-guessing behavior." No effect size is printed for this premise.

"When computer-based tests are used, disengagement can be detected through occurrences of rapid-guessing behavior."

Discussion¶

Related Claims¶

• Computer-based tests provide unique advantages that can be used to control construct-irrelevant factors threatening test score validity — related
• Proctor notification after rapid-guessing detection improved test performance and yielded higher convergent validation evidence — related
• Identifying rapid guessing is important for the validity of achievement test scores, particularly with low-stakes tests — possibly the same claim (merge candidate)
• Rapid-guessing behavior can distort test scores and adversely affect measurement — related
• Test-taking engagement plays an essential role in the pursuit of valid scores — a broader claim this one bears on
• The test platform detects rapid guessing in real time and attempts to re-engage disengaged students to protect score validity — related
• Disengaged test taking materially impacts individual state summative test scores but may have relatively minor impact on score aggregations — related
• Twenty years of research on disengaged test taking in international assessment programs yields six insights with implications for assessment programs — related
• Student test-taking disengagement on remotely administered adaptive interim assessments differs from disengagement on the same assessment administered in school — related
• Academic disengagement behaviors such as chronic absenteeism and course failures are related to test disengagement behaviors such as rapid guessing — related
• A method for identifying partial test-taking engagement is validated, with effort-moderated scores to be interpreted cautiously when partial engagement is indicated — related
• Rapid guessing is a validated indicator of disengaged item responding — possibly the same claim (merge candidate)
• Computer-based test advantages can be used to manage the effects of disengagement as a construct-irrelevant factor — related
• Student disengagement on an adaptive interim assessment gradually increased across grade level — a narrower finding that bears on this claim
• Computer-based test advantages can be used to manage the effects of cheating as a construct-irrelevant factor — related
• Disengaged test taking in international assessment programs threatens the validity of inferences about a country's educational attainment — related
• Academic and test disengagement are connected through a common association with poor self-management — related
• After a proctor notification triggered by rapid-guessing detection, test-taking engagement tended to increase — related