Item response time metadata from math assessments as an indicator of social-emotional learning¶

Element · All elements
Evidence · no claims cited

Description¶

This element is the test metadata source the article examines: the length of time students spend answering math test questions, treated as information that might bear on social-emotional learning. The article describes it as "response time metadata" whose use to "measure SEL" shows "promise and limitations." It functions as a low-cost, already-collected byproduct of digital assessment that researchers can analyze for signals about motivation and self-efficacy, rather than a purpose-built SEL instrument.

Design Implications¶

Context¶

Requirements¶

• Requires item-level response time metadata captured by the assessment platform, as the article's focus on "response time metadata" implies.

Constraints¶

• The article itself notes limitations of using response time metadata to measure SEL.

Target Learners¶

• K-12 students taking math assessments

Target Learning Goals¶

• Motivation
• Self-efficacy
• Social-emotional learning

Related Elements¶

Examples¶

• Apply existing test metadata to understand students' social-emotional needs
• Use time spent on difficult test items as a source of information about students' social-emotional needs
• Use survey and assessment disengagement metadata as a new source of SEL data for practice, policy, and research

Key Sources¶

• 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/