{"title":"The Impact of Disengaged Test Taking on a State’s Accountability Test Results","authors":"S. Wise, Sukkeun Im, Jay Lee","doi":"10.1080/10627197.2021.1956897","DOIUrl":null,"url":null,"abstract":"ABSTRACT This study investigated test-taking engagement on the Spring 2019 administration of a large-scale state summative assessment. Through the identification of rapid-guessing behavior – which is a validated indicator of disengagement – the percentage of Grade 8 test events with meaningful amounts of rapid guessing was 5.5% in mathematics, 6.7% in English Language Arts (ELA), and 3.5% in science. Disengagement rates on the state summative test were also found to vary materially across gender, ethnicity, Individualized Educational Plan (IEP) status, Limited English Proficient (LEP) status, free and reduced lunch (FRL) status, and disability status. However, school mean performance, proficiency rates, and relative ranking were only minimally affected by disengagement. Overall, results of this study indicate that disengagement has a material impact on individual state summative test scores, though its impact on score aggregations may be relatively minor.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"26 1","pages":"163 - 174"},"PeriodicalIF":2.1000,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10627197.2021.1956897","citationCount":"8","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Assessment","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10627197.2021.1956897","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 8
Abstract
ABSTRACT This study investigated test-taking engagement on the Spring 2019 administration of a large-scale state summative assessment. Through the identification of rapid-guessing behavior – which is a validated indicator of disengagement – the percentage of Grade 8 test events with meaningful amounts of rapid guessing was 5.5% in mathematics, 6.7% in English Language Arts (ELA), and 3.5% in science. Disengagement rates on the state summative test were also found to vary materially across gender, ethnicity, Individualized Educational Plan (IEP) status, Limited English Proficient (LEP) status, free and reduced lunch (FRL) status, and disability status. However, school mean performance, proficiency rates, and relative ranking were only minimally affected by disengagement. Overall, results of this study indicate that disengagement has a material impact on individual state summative test scores, though its impact on score aggregations may be relatively minor.
期刊介绍：
Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.
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