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¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person · recheck by 2026: baselines and conditions change

Subclaims¶

q2 i? On the Spring 2019 state summative assessment, the percentage of Grade 8 test events with meaningful amounts of rapid guessing was 5.5% in mathematics, 6.7% in ELA, and 3.5% in science. → Steven Wise 2021

Evidence¶

Steven Wise 2021¶

Steven Wise, Jonghwan (Jay) Lee, Sukkeun Im. (2021). The impact of disengaged test taking on a state's accountability test results. Educational Assessment, 26(3), 163-174. https://www.nwea.org/research/publication/the-impact-of-disengaged-test-taking-on-a-states-accountability-test-results/ doi:10.1080/10627197.2021.1956897

q2 · i? · associational · r?

Study of the Spring 2019 administration of a large-scale state summative assessment; rapid-guessing behavior was used as a validated indicator of disengagement. The abstract reports "5.5% in mathematics, 6.7% in English Language Arts (ELA), and 3.5% in science" for Grade 8 test events. No effect size is printed.

"Through the identification of rapid-guessing behavior – which is a validated indicator of disengagement – the percentage of Grade 8 test events with meaningful amounts of rapid guessing was 5.5% in mathematics, 6.7% in English Language Arts (ELA), and 3.5% in science."

Discussion¶

Related Claims¶

• Disengaged test taking materially impacts individual state summative test scores but may have relatively minor impact on score aggregations — related
• Disengagement had only minimal impact on school mean performance, proficiency rates, and relative ranking on the state accountability test — related
• Disengagement rates on the state summative test varied materially across gender, ethnicity, IEP status, LEP status, FRL status, and disability status — related
• Rapid-guessing behavior can distort test scores and adversely affect measurement — a broader claim this one bears on
• Rapid guessing on achievement tests varies across grades, subjects, and teachers — a broader claim this one bears on
• Academic disengagement behaviors such as chronic absenteeism and course failures are related to test disengagement behaviors such as rapid guessing — related
• Student test-taking disengagement on remotely administered adaptive interim assessments differs from disengagement on the same assessment administered in school — related
• Social-emotional factors, including low academic self-efficacy and self-management, are related to rapid guessing behavior — related
• Identifying rapid guessing is important for the validity of achievement test scores, particularly with low-stakes tests — related
• Rapid-guessing behavior is consistently very low across demographic subpopulations — related
• 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 — related
• Rapid guessing can be examined over three years using six test administrations to distinguish trait-like from situational disengagement — related