Research brief
能项目response times provide insight into students’ motivation and self-efficacy in math
2019
By:James Soland
Description
What can we glean about students’ social-emotional learning from how long they spend on math test questions? New research shows promise and limitations of using response time metadata to measure SEL.
View research brief
Related Topics
Six insights regarding test-taking disengagement
There has been increasing concern about the presence of disengaged test taking in international assessment programs and its implications for the validity of inferences made regarding a country’s level of educational attainment. In this paper, the author discusses six important insights yielded by 20 years of research on this and implications for assessment programs.
By:Steven Wise
The impact of disengaged test taking on a state’s accountability test results
This study investigated test-taking engagement on a large-scale state summative assessment. 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.
By:Steven Wise,Sukkeun Im,李Jonghwan(周杰伦)
Topics:School & test engagement,Equity,Measurement & scaling
Variation in respondent speed and its implications: Evidence from an adaptive testing scenario
The more frequent collection of response time data is leading to an increased need for an understanding of how such data can be included in measurement models. Models for response time have been advanced, but relatively limited large-scale empirical investigations have been conducted. We take advantage of a large data set from the adaptive NWEA MAP Growth Reading Assessment to shed light on emergent features of response time behavior.
By:Benjamin Domingue,James Soland,Klint Kanopka,Megan Kuhfeld,Ben Staug,Steven Wise,Chris Piech
Topics:School & test engagement,Innovations in reporting & assessment
A method for identifying partial test-taking engagement
This paper describes a method for identifying partial engagement and provides validation evidence to support its use and interpretation. When test events indicate the presence of partial engagement, effort-moderated scores should be interpreted cautiously.
Topics:School & test engagement,Innovations in reporting & assessment,Measurement & scaling
A multi-rater latent growth curve model
To avoid the subjectivity of having a single person evaluate a construct of interest, multiple raters are often used. While a range of models to address measurement issues that arise when using multiple raters have been presented, few are available to estimate growth in the presence of multiple raters. This study provides a model that removes all but the shared perceptions of raters at a given timepoint then adds on a latent growth curve model across timepoints. Results indicate that the model shows promise for use by researchers who want to estimate growth based on longitudinal multi-rater data.
Topics:Measurement & scaling,Growth modeling,Social-emotional learning
Comparing different response time threshold setting methods to detect low effort on a large-scale assessment
This study uses reading test scores from over 728,923 3rd–8th-grade students in 2,056 schools across the US to compare threshold-setting methods to detect noneffortful item responses. and so helps provide guidance on the tradeoffs involved in using a given method to identify noneffortful responses.
By:James Soland,Megan Kuhfeld,Joseph Rios
Topics:School & test engagement
A method for identifying partial test-taking engagement
This paper describes a method for identifying partial engagement and provides validation evidence to support its use and interpretation. When test events indicate the presence of partial engagement, effort-moderated scores should be interpreted cautiously.
Topics:School & test engagement