Use findings on rapid guessing stability and its psychological correlates to detect rapid guessing and intervene to reduce its effect on observed achievement test scores¶

Strategy · All strategies
Evidence · 2 claims (1 for, 1 mixed) · 2 studies (2 associational), q2 · 0 of 2 report an effect size · 2 claims rest on one study

Description¶

The article states that its findings on the state-like nature of rapid guessing and its association with self-efficacy and self-management carry practical implications: "These findings have implications for detecting rapid guessing and intervening to reduce its effect on observed achievement test scores." The strategy is to apply longitudinal evidence about disengagement to both detection of rapid guessing and intervention efforts. The article does not print a specific intervention procedure in the available text.

Design Implications¶

Context¶

Requirements¶

• Detection and intervention efforts should be informed by evidence that rapid guessing is more state-like than trait-like and is associated with academic self-efficacy and self-management scores.

Constraints¶

• The article states implications but does not describe a specific detection algorithm or intervention protocol in the available text.

Target Learners¶

• K-12 students taking achievement tests

Target Learning Goals¶

• Accurate measurement of achievement by reducing the effect of test disengagement on observed scores

Claims¶

• 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 [~W]
• Academic and test disengagement are connected through a common association with poor self-management [+W]

Related Strategies¶

• Proctor Intervention for Rapid Guessing
• Use longitudinal disengagement findings to inform detection of rapid guessing and interventions to reduce its effect on observed achievement test scores

Examples¶

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Key Sources¶

• 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