Rapid guessing is a validated indicator of disengaged item responding¶

Claim · All claims
Evidence · 1 study · associational r2 · q1
Currency · newest study 2020 · checked against its sources 2026-10-13 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2023: tool and model accuracy changes quickly

Subclaims¶

q1 i? Rapid guessing serves as a validated indicator of disengaged item responding on tests. → rg

Evidence¶

rg¶

Wise, S., & Kuhfeld, M. (2020, September). Using retest data to evaluate and improve effort-moderated scoring. National Council on Measurement in Education virtual conference. https://www.nwea.org/research/publication/using-retest-data-to-evaluate-and-improve-effort-moderated-scoring-presentation/

q1 · i? · associational · r2

The presentation asserts, citing prior research, that rapid guessing is "a validated indicator of disengaged item responding"; no new evidence for this assertion is presented in the text.

"Some research focused on methods for adjusting scores for the effects of rapid guessing, which is a validated indicator of disengaged item responding."

Discussion¶

Related Claims¶

• Very short response times (rapid guessing) indicate disengaged test taking in both high-stakes and low-stakes testing contexts — possibly the same claim (merge candidate)
• Rapid-guessing behavior can distort test scores and adversely affect measurement — possibly the same claim (merge candidate)
• Rapid-guessing behavior on computer-based tests signals disengaged test taking that threatens score validity — possibly the same claim (merge candidate)
• Academic disengagement behaviors such as chronic absenteeism and course failures are related to test disengagement behaviors such as rapid guessing — related
• Disengaged test taking materially impacts individual state summative test scores but may have relatively minor impact on score aggregations — related
• Rapid guessing on achievement tests varies across grades, subjects, and teachers — related
• Current measurement models underlying achievement testing assume students respond effortfully to test items — related
• Rapid-guessing behavior varies by item and is significantly related to item length, item position, and presence of ancillary reading material — related
• Seriously disengaged initial testers who stopped rapid-guessing on retest showed large RIT gains, averaging about 6 points in Reading and 12 in Math — related
• E-M scoring leaves residual score distortion, suggesting some disengaged test responses are nonrapid rather than rapid guesses — related
• E-M scoring assumes the remaining responses are unaffected by disengagement, and this assumption can fail under partial engagement — related