The Achievement Gap or the Engagement Gap? Investigating the Sensitivity of Gaps Estimates to Test Motivation

Autor/in	Soland, James
Titel	The Achievement Gap or the Engagement Gap? Investigating the Sensitivity of Gaps Estimates to Test Motivation
Quelle	In: Applied Measurement in Education, 31 (2018) 4, S.312-323 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2018.1495213
Schlagwörter	Guessing (Tests); Achievement Gap; Student Motivation; Learner Engagement; Gender Differences; Racial Differences; African American Students; White Students; Reading Tests; Mathematics Tests; Scores; Inferences; Computer Assisted Testing; Adaptive Testing + Suchen Sie Ihr Suchwort? Erraten; Schulische Motivation; Geschlechterkonflikt; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Lesetest; Inference; Inferenz
Abstract	This study estimated male-female and Black-White achievement gaps without accounting for low test motivation, then compared those estimates to ones that used several approaches to addressing rapid guessing. Researchers investigated two issues: (1) The differences in rates of rapid guessing across subgroups and (2) How much achievement gap estimates change when rapid guessing is addressed. The study used reading and mathematics scores from the Measures of Academic Progress (MAP), a test administered in nearly all U.S. states. Results suggest that rapid guessing occurs at very different rates across subgroups. However, rapid guessing generally has a mild effect on gaps estimates, although there are cases where failing to account for low test motivation may be impacting fundamental inferences made based on gaps. As part of the second question, differences across approaches to accounting for rapid guessing were examined. Results suggest that rapid guessing occurs at very different rates across subgroups. However, rapid guessing generally has a mild effect on gaps estimates, although there are cases where failing to account for low test motivation may be impacting fundamental inferences made based on gaps. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01