Student test engagement as a measurable construct affecting testing-day effort¶

Theory · All theories
Evidence · 3 claims (3 for) · 5 studies (3 theoretical, 1 causal, 1 associational), q1–q2 · 0 of 5 report an effect size · 2 claims rest on one study

Description¶

The brief treats student test engagement as a construct that varies during a test session and shapes the effort students give on testing day. It asks "How do you help make sure students give their best effort on testing day?" and reports "New research on student test engagement," framing disengagement as an observable, monitorable state that interventions such as proctor notification can address.

Design Implications¶

Context¶

Requirements¶

• A means of observing or measuring disengagement during test sessions

Constraints¶

Target Learners¶

• K-12 students taking standardized tests

Target Learning Objectives¶

• Maximal effort and valid measurement during assessment

Claims¶

• Proctor Notification Improves Test Engagement [+M]
• Rapid-guessing behavior can distort test scores and adversely affect measurement [+W]
• Rapid guessing differs from solution behavior as a form of test-taker disengagement [+W]

Related Theories¶

Examples¶

• NWEA research brief on measuring the impact of test disengagement on effectiveness estimates
• Proctor notification feature for detecting and responding to student disengagement
• Notify test proctors when students disengage so students give their best effort on testing day
• Proctor Intervention for Rapid Guessing
• Engagement
• Motivation

Key Sources¶

• Steven Wise, Megan Kuhfeld, James Soland. (2019). The impact of proctor notification when students disengage. NWEA Research brief. https://www.nwea.org/research/publication/the-impact-of-proctor-notification-when-students-disengage/