Twenty years of research on disengaged test taking in international assessment programs yields six insights with implications for assessment programs¶
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Evidence · 1 study · reviewr?·q2
Currency · newest study 2020 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
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q2 i? Research on disengaged test taking in international assessment programs has yielded six insights bearing on the validity of inferences about countries' educational attainment. → Wise 2020
Evidence¶
Wise 2020¶
Wise, S. L. (2020). Six insights regarding test-taking disengagement. Educational Research and Evaluation, 26(5–6), 328–338. doi:10.1080/13803611.2021.1963942
q2 · i? · review · r?
The article's abstract describes a discussion paper setting out six insights from 20 years of research on disengaged test taking, which has advanced both the measurement of disengagement and the understanding of its distortive impact on individual and aggregated scores. The insights themselves are not in the abstract.
"There has been increasing concern about the presence of disengaged test taking in international assessment programmes and its implications for the validity of inferences made regarding a country’s level of educational attainment. This issue has received a growing research interest over the past 20 years, with notable advances in both the measurement of disengagement as well as our understanding of its distortive impact on both individual and aggregated scores. In this paper, I discuss six important insights yielded by this research and their implications for assessment programmes."
Discussion¶
Related Claims¶
- Disengaged test taking in international assessment programs threatens the validity of inferences about a country's educational attainment — a narrower finding that bears on this claim
- Test-taking disengagement distorts both individual and aggregated test scores — related
- Two decades of research have produced advances in both the measurement of test-taking disengagement and understanding of its distortive impact on individual and aggregated scores — possibly the same claim (merge candidate)
- Disengaged test taking materially impacts individual state summative test scores but may have relatively minor impact on score aggregations — related
- Test-taking engagement plays an essential role in the pursuit of valid scores — related
- Test disengagement could undermine inferences drawn from observed achievement scores — related
- Previous research found a meaningful correlation between countries' mean engagement and mean performance on large-scale international assessments, motivating validity questions about aggregated scores — a narrower finding that bears on this claim
- Proctor notification after rapid-guessing detection improved test performance and yielded higher convergent validation evidence — related
- Rapid-guessing behavior on computer-based tests signals disengaged test taking that threatens score validity — related
- Content alignment between a test and its content domain represents key evidence for validating test score inferences — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
six-insights-test-taking-disengagement-international-programs |
title |
Twenty years of research on disengaged test taking in international assessment programs yields six insights with implications for assessment programs |
description |
Twenty years of research on disengaged test taking in international assessment programs yields six insights with implications for assessment programs |
status |
review |
evidence_strength |
weak |
newest_evidence |
2020 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — wise-2020 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.