Performance Decline as an Indicator of Generalized Test-Taking Disengagement

Autor/inn/en	Wise, Steven L.; Kingsbury, G. Gage
Titel	Performance Decline as an Indicator of Generalized Test-Taking Disengagement
Quelle	In: Applied Measurement in Education, 35 (2022) 4, S.272-286 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2022.2155651
Schlagwörter	Achievement Tests; Performance; Classification; Guessing (Tests); Student Behavior; Student Motivation; Fatigue (Biology); Affective Behavior; Emotional Response; Test Anxiety; Barriers; Elementary Secondary Education; Mathematics Achievement; Reading Achievement; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Classification system; Klassifikation; Klassifikationssystem; Erraten; Student behaviour; Schülerverhalten; Schulische Motivation; Fatigue; Ermüdung; Affective disturbance; Active behaviour; Affektive Störung; Emotionales Verhalten; Examination phobia; Testangst; Prüfungsangst; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01