Use longitudinal disengagement findings to inform detection of rapid guessing and interventions to reduce its effect on observed achievement test scores¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The authors draw practical implications from their longitudinal findings: because rapid guessing is largely state-like yet strongly tied to self-efficacy and self-management, detection and intervention efforts should attend to both situational conditions and student psychological measures. As they state, "These findings have implications for detecting rapid guessing and intervening to reduce its effect on observed achievement test scores."

Design Implications¶

Context¶

Requirements¶

• Response-time data from test administrations to identify rapid guessing, plus psychological measures such as academic self-efficacy and self-management survey scores to target intervention

Constraints¶

Target Learners¶

• K-12 students taking interim achievement tests

Target Learning Goals¶

• Improving test-taking engagement and the validity of observed achievement test scores

Claims¶

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

Related Strategies¶

• 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

Examples¶

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Key Sources¶

• James Soland, Steven Wise. (2020). Do students rapidly guess repeatedly over time? A longitudinal analysis of student test disengagement, background, and attitudes. NWEA Research presentation, 2020 National Council on Measurement in Education virtual conference. https://www.nwea.org/research/publication/do-students-rapidly-guess-repeatedly-over-time-a-longitudinal-analysis-of-student-test-disengagement-background-and-attitudes/