Using item response time metadata to measure students' social-emotional learning shows both promise and limitations¶

Claim · All claims
Evidence · 1 study · associational r? · q1
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: tool and model accuracy changes quickly

Subclaims¶

q1 i? Response time metadata from math test items shows promise as a source of information about social-emotional learning, but also has limitations. → Soland 2019

Evidence¶

Soland 2019¶

Soland, J. (2019). Can item response times provide insight into students' motivation and self-efficacy in math. NWEA Research. https://www.nwea.org/research/publication/can-item-response-times-provide-insight-into-students-motivation-and-self-ef%ef%ac%81cacy-in-math/

q1 · i? · associational · r?

The article's own summary of its research brief states that "New research shows promise and limitations of using response time metadata to measure SEL." No effect sizes, samples, or test statistics are printed in the available text, so the finding is reported only at the level of the authors' overall characterization.

"New research shows promise and limitations of using response time metadata to measure SEL."

Discussion¶

Related Claims¶

• A literature review investigated whether assessment metadata can provide information on SEL constructs — a broader claim this one bears on
• Time students spend on math test questions is studied as a potential source of information about motivation and self-efficacy — possibly the same claim (merge candidate)
• Response times have been used extensively for achievement estimation but little work links test metadata to social-emotional constructs — related
• Mean item response durations show no strong relationship with math motivation and self-efficacy in general — related
• Time spent on very difficult math test items is highly correlated with students' academic motivation and self-efficacy — a narrower finding that bears on this claim
• Measuring SEL involves a tradeoff between measuring narrower discrete skills and measuring broader competencies — related
• Students' self-assessments of social well-being and work habits provide valuable information about their development — related