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¶

Claim · All claims
Evidence · 2 studies · 2 associational r? · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across six test administrations over three years, rapid guessing behaves mostly as a situational (state-like) behavior, while academic achievement scores are fairly stable over time. → James Soland 2020

q2 i? Rapid guessing tends to be a state-like behavior, whereas academic achievement scores are fairly stable across test administrations. → James Soland 2019

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/

q2 · i? · associational · r?

Longitudinal analysis of achievement test data from six administrations over three years, modeled with a Latent State Trait (LST) model. The authors report that "rapid guessing tends to be fairly state-like compared to academic achievement scores, which are fairly stable." No effect size is printed.

"We find that rapid guessing tends to be fairly state-like compared to academic achievement scores, which are fairly stable."

James Soland 2019¶

James Soland, Megan Kuhfeld. (2019). Do students rapidly guess repeatedly over time? A longitudinal analysis of student test disengagement, background, and attitudes. Educational Assessment, 24(4), 327-342. https://doi.org/10.1080/10627197.2019.1645592

q2 · i? · associational · r?

Longitudinal analysis of achievement test data from six administrations over three years comparing the temporal stability of rapid guessing behavior with that of achievement scores. The article reports rapid guessing "tends to be more state-like compared to academic achievement scores, which are fairly stable." No effect size is printed in the available text.

"We find that rapid guessing tends to be more state-like compared to academic achievement scores, which are fairly stable."

Discussion¶

Related Claims¶

• The study examines whether rapid guessing over several tests is associated with background variables such as English learner status — related
• Rapid guessing can be examined over three years using six test administrations to distinguish trait-like from situational disengagement — related
• Little was known before this study about students who rapidly guess over the course of several tests — related
• Repeated rapid guessing across several tests is strongly associated with students' academic self-efficacy and self-management scores — related
• Social-emotional factors, including low academic self-efficacy and self-management, are related to rapid guessing behavior — related
• Academic disengagement behaviors such as chronic absenteeism and course failures are related to test disengagement behaviors such as rapid guessing — 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