Rapid-guessing behavior as a validated indicator of test-taking disengagement on state summative assessments¶

Element · All elements
Evidence · 1 claim (1 for) · 3 studies (2 theoretical, 1 associational), q2 · 0 of 3 report an effect size

Description¶

The study identifies disengaged test taking through rapid-guessing behavior, which the article describes as "a validated indicator of disengagement". This behavioral indicator was applied to Grade 8 test events on the Spring 2019 state summative assessment to quantify the percentage of test events with meaningful amounts of rapid guessing in mathematics, ELA, and science, and to compare disengagement rates across student subgroups.

Design Implications¶

Context¶

Requirements¶

• Requires item-level response-time data from the state summative assessment to identify rapid-guessing behavior

Constraints¶

Target Learners¶

• Grade 8 students taking state summative assessments

Target Learning Goals¶

• Accurate measurement of student achievement on state summative assessments

Claims¶

• Rapid-guessing behavior can distort test scores and adversely affect measurement [+W]

Related Elements¶

• Rapid guessing as an indicator for detecting test taker disengagement

Examples¶

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Key Sources¶

• Steven Wise, Jonghwan (Jay) Lee, Sukkeun Im. (2021). The impact of disengaged test taking on a state's accountability test results. Educational Assessment, 26(3), 163-174. https://www.nwea.org/research/publication/the-impact-of-disengaged-test-taking-on-a-states-accountability-test-results/