Test-taking engagement plays an essential role in the pursuit of valid scores¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2020 · checked against its sources 2026-10-15 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Findings on disengagement underscore the essential role of test-taking engagement in the pursuit of valid scores. → Wise 2020

Evidence¶

Wise 2020¶

Wise, S., & Kuhfeld, M. (2020). A cessation of measurement: Identifying test taker disengagement using response time. In M. Margolis, & R. Feinberg (Eds.), Integrating Timing Considerations to Improve Testing Practices, Routledge. https://www.nwea.org/research/publication/a-cessation-of-measurement-identifying-test-taker-disengagement-using-response-time-book/ doi:10.4324/9781351064781-11

q2 · i? · review · r?

The chapter's concluding interpretive statement asserts that findings on disengaged test taking "underscore the essential role of test-taking engagement in our pursuit of valid scores." The available text offers this as the authors' interpretation without printed statistics.

"These findings underscore the essential role of test-taking engagement in our pursuit of valid scores."

Discussion¶

Related Claims¶

• Test takers generally disengage during only a portion of their items, and these disengaged responses reflect a momentary cessation of measurement — a narrower finding that bears on this claim
• The authors provide a method for identifying partial test-taking engagement, supported by validation evidence — related
• A method for identifying partial test-taking engagement is validated, with effort-moderated scores to be interpreted cautiously when partial engagement is indicated — related
• Disengaged test taking materially impacts individual state summative test scores but may have relatively minor impact on score aggregations — a narrower finding that bears on this claim
• The test platform detects rapid guessing in real time and attempts to re-engage disengaged students to protect score validity — related
• E-M scoring assumes the remaining responses are unaffected by disengagement, and this assumption can fail under partial engagement — related
• 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
• Twenty years of research on disengaged test taking in international assessment programs yields six insights with implications for assessment programs — related
• Test disengagement could undermine inferences drawn from observed achievement scores — a narrower finding that bears on this claim
• 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
• Rapid-guessing behavior on computer-based tests signals disengaged test taking that threatens score validity — a narrower finding that bears on this claim
• RTE provides an assessment of test-taking effort down to the level of individual item responses — a narrower finding that bears on this claim
• Technology-enhanced assessment items were studied as a potential means of increasing student test engagement and reducing disengagement — a narrower finding that bears on this claim
• Performance assessments can be reliably scored when designed appropriately and used with other measures — related
• Content alignment between a test and its content domain represents key evidence for validating test score inferences — related
• Implementation intentions promote initiation of goal striving, shielding of ongoing pursuit, disengagement from failing courses of action, and conservation of capability — related