Performance Decline as an Indicator of Generalized Test-Taking Disengagement

In achievement testing we assume that students will demonstrate their maximum performance as they encounter test items. Sometimes, however, student performance can decline during a test event, which implies that the test score does not represent maximum performance. This study describes a method for...

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Bibliographic Details
Published inApplied measurement in education Vol. 35; no. 4; pp. 272 - 286
Main Authors Wise, Steven L., Kingsbury, G. Gage
Format Journal Article
LanguageEnglish
Published Philadelphia Routledge 02.10.2022
Taylor & Francis Ltd
Subjects
Achievement Tests
Affective Behavior
Barriers
Classification
Educational psychology
Educational tests & measurements
Elementary Secondary Education
Emotional Response
Fatigue (Biology)
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Guessing (Tests)
Mathematics Achievement
Reading Achievement
Student Behavior
Student Motivation
Student participation
Test Anxiety
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Summary:In achievement testing we assume that students will demonstrate their maximum performance as they encounter test items. Sometimes, however, student performance can decline during a test event, which implies that the test score does not represent maximum performance. This study describes a method for identifying significant performance decline and investigated its utility as an indicator of generalized test-taking disengagement. Analysis of data from a computerized adaptive interim achievement test showed that performance decline classifications exhibited characteristics similar to those from disengagement classifications based on rapid guessing. More importantly, performance decline was found to identify disengagement by many students who would not have been identified as disengaged based on rapid-guessing behavior.
ISSN:0895-7347
1532-4818
DOI:10.1080/08957347.2022.2155651