An information-based approach to identifying rapid-guessing thresholds
Although several common threshold methods are based on rapid guessing response accuracy or visual inspection of response time distributions, this paper describes a new information-based approach to setting thresholds that does not share the limitations of other methods.
By: Steven Wise
The emerging science of test-taking disengagement
Student performance on standardized tests reflects more than just mastery of the material.
By: Steven Wise
Topics: Measurement & scaling, Innovations in reporting & assessment, School & test engagement
Can item response times provide insight into students’ motivation and self-efficacy in math
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.
By: James Soland
Topics: Math & STEM, School & test engagement, Social-emotional learning
When does inequality grow? School, summer, and achievement gaps
What role does schooling play in the development of racial and ethnic inequalities in academic skills? An analysis of 2M students provides insights into seasonal learning and achievement gaps.
By: Megan Kuhfeld, Dennis Condron, Douglas Downey
Measuring the impact of test disengagement on estimates of educational effectiveness
Learn more about our examination of student disengagement and how it may bias estimates of effectiveness based on observed test results.
By: Megan Kuhfeld, James Soland
Topics: Measurement & scaling, School & test engagement, Student growth & accountability policies
What happens when test takers disengage? Understanding and addressing rapid guessing
How does rapid-guessing differ from solution behavior? Research provides insight into test disengagement and how disengagement should be managed in scoring.
By: Steven Wise, Megan Kuhfeld
Trends in children’s academic skills at school entry: 2010 – 2017
This study provides the first national insight into trends and disparities in the academic skills of children at school entry for students who began kindergarten between 2010 and 2017.
By: Megan Kuhfeld, James Soland, Christine Pitts, Margaret Burchinal
Topics: Early learning, Equity