Rapid guessing can be examined over three years using six test administrations to distinguish trait-like from situational disengagement¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
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¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Achievement test data from six administrations over three years suffice to investigate whether rapid guessing is trait-like or situational. → James Soland 2019
Evidence¶
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?
The study's design as stated: longitudinal achievement test data spanning "six administrations over three years" used to contrast a trait-like account of rapid guessing with a situational one. This design description supports the study's framing rather than a measured comparison.
"we use achievement test data from six administrations over three years to investigate whether rapid guessing is a stable trait-like behavior or if rapid guessing is determined mostly by situational variables"
Discussion¶
Related Claims¶
- Little was known before this study about students who rapidly guess over the course of several tests — related
- Rapid guessing on achievement tests tends to be more state-like than academic achievement scores, which are fairly stable over time — a narrower finding that bears on this claim
- Repeated rapid guessing across several tests is strongly associated with students' academic self-efficacy and self-management scores — related
- The study examines whether rapid guessing over several tests is associated with background variables such as English learner status — related
- Academic disengagement behaviors such as chronic absenteeism and course failures are related to test disengagement behaviors such as rapid guessing — related
- Social-emotional factors, including low academic self-efficacy and self-management, are related to rapid guessing behavior — 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
- Differences in rapid guessing between subgroups generally do not impact substantive interpretations of achievement gaps — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
six-administrations-three-years-rapid-guessing-design |
title |
Rapid guessing can be examined over three years using six test administrations to distinguish trait-like from situational disengagement |
description |
Rapid guessing can be examined over three years using six test administrations to distinguish trait-like from situational disengagement |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
recheck_by |
2022 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — james-soland-2019 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.