Assessment in the Time of COVID-19: Understanding Patterns of Student Disengagement during Remote Low-Stakes Testing

Autor/inn/en	Wise, Steven L.; Kuhfeld, Megan R.; Cronin, John
Titel	Assessment in the Time of COVID-19: Understanding Patterns of Student Disengagement during Remote Low-Stakes Testing
Quelle	In: Educational Assessment, 27 (2022) 2, S.136-151 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2022.2087621
Schlagwörter	Computer Assisted Testing; COVID-19; Pandemics; Learner Engagement; Distance Education; Elementary School Students; Secondary School Students; Guessing (Tests); Achievement Tests; Observation; Reading Tests; Mathematics Tests; Gender Differences; Racial Differences; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Sekundarschüler; Erraten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Beobachtung; Lesetest; Geschlechterkonflikt; Rassenunterschied
Abstract	The arrival of the COVID-19 pandemic had a profound effect on K-12 education. Most schools transitioned to remote instruction, and some used remote testing to assess student learning. Remote testing, however, is less controlled than in-school testing, leading to concerns regarding test-taking engagement. This study compared the disengagement of students remotely administered an adaptive interim assessment in spring 2020 with their disengagement on the assessment administered in-school during fall 2019. Results showed that disengagement gradually increased across grade level. This pattern was not meaningfully different between the two testing contexts, with the exception of results for American Indian/Alaska Native students, who showed higher disengagement under remote testing. In addition, the test's engagement feature -- which automatically paused the test event of a disengaged student and notified the test proctor -- had a consistently positive impact whether the proctor was in the same room as the student or proctoring was done remotely. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01