When computer-based tests are used, disengagement can be detected through occurrences of rapid-guessing behavior. This empirical study investigated the impact of a new effort monitoring feature that can detect rapid guessing, as it occurs, and notify proctors that a test taker has become disengaged.
By: Steven Wise, Megan Kuhfeld, James Soland
Topics: Measurement & scaling, Innovations in reporting & assessment, School & test engagement
Identifying disengaged survey responses: New evidence using response time metadata
In this study, we condition results from a variety of detection methods used to identify disengaged survey responses on response times. We then show how this conditional approach may be useful in identifying where to set response time thresholds for survey items, as well as in avoiding misclassification when using other detection methods.
By: James Soland, Steven Wise, Lingyun Gao
Design Challenge winner: Student assessment engagement
In this CASEL Measuring SEL blog, James Soland shares how work with Santa Ana Unified School District led to new insights on how item response times and test metadata may provide insight into student SEL.
By: James Soland
Topics: Innovations in reporting & assessment, School & test engagement, Social-emotional learning
A longitudinal study of reading growth for students with visual impairments
Using data from Northwest Evaluation Association’s Measures of Academic Progress assessment, reading achievement was analyzed from 224 students with visual impairments in grades 3–10, in four states over an eight-year time period.
By: Beth Boroson, Elizabeth Barker, Xueming (Sylvia) Li
Topics: Accessibility, Growth, Reading & language arts
Robust IRT scaling: Considerations in constructing item bank from tests across years
This study investigates the impact of three different IRT scaling and equating methods in building an item bank of tests from 23 years of a national licensure exam . The study focuses on several key psychometric issues including scaledriftandequatingerrors.
By: Jungnam Kim, Dong-In Kim, Furong Gao
Topics: Computer adaptive testing, Item response theory, Measurement & scaling
This dissertation for the University of Oregon examined the relationship between varying degrees of technology-enhancements applied in a mathematics performance task on the outcome of student cognitive engagement.
By: Meg Guerreiro
Topics: School & test engagement, Math & STEM
This manuscript reports results from two studies conducted during the development of KinderTEK, an iPad delivered kindergarten mathematics intervention, to determine the relationship between instructor-reported technology experience and intervention implementation, as measured by student use.
By: Lina Shanley, Mari Strand Cary, Ben Clarke, Meg Guerreiro, Michael Thier