A Method for Identifying Partial Test-Taking Engagement

Autor/inn/en	Wise, Steven; Kuhfeld, Megan
Titel	A Method for Identifying Partial Test-Taking Engagement
Quelle	In: Applied Measurement in Education, 34 (2021) 2, S.150-161 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2021.1890745
Schlagwörter	Scoring; Achievement Tests; Identification; Validity; Guessing (Tests); Methods; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Bewertung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Identifikation; Identifizierung; Gültigkeit; Erraten; Method; Methode
Abstract	Effort-moderated (E-M) scoring is intended to estimate how well a disengaged test taker would have performed had they been fully engaged. It accomplishes this adjustment by excluding disengaged responses from scoring and estimating performance from the remaining responses. The scoring method, however, assumes that the remaining responses are not affected by disengagement. A recent study provided evidence that the responses used in E-M scoring can sometimes reflect less-than-full, or partial engagement. In these instances, E-M scores will be less trustworthy because they can still be distorted by disengagement. This paper describes a method for identifying partial engagement and provides validation evidence to support its use and interpretation. When test events indicate the presence of partial engagement, effort-moderated scores should be interpreted cautiously. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01