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.

摘要

本研究调查了 2019 年春季大规模州总结性评估管理中的应试参与情况。通过识别快速猜测行为——这是一个有效的脱离接触指标——8年级测试事件中具有有意义的快速猜测量的百分比在数学中为 5.5%，英语语言艺术 (ELA) 为 6.7%，而在 3.5%科学。还发现州总结性测试的脱离率在性别、种族、个性化教育计划 (IEP) 状态、英语能力有限 (LEP) 状态、免费和减价午餐 (FRL) 状态和残疾状态之间存在重大差异。然而，学校的平均表现、熟练率和相对排名受脱离的影响很小。全面的，