Are Test and Academic Disengagement Related? Implications for Measurement and Practice

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Assessment Pub Date : 2019-03-13 DOI:10.1080/10627197.2019.1575723

J. Soland, N. Jensen, Tran D. Keys, Sharon Bi, Emily Wolk

引用次数: 20

Abstract

ABSTRACT A vast literature investigates academic disengagement among students, including its ultimate manifestation, dropping out of school. Research also shows that test disengagement can be a problem for many inferences educators and policymakers wish to draw from test scores. However, few studies consider whether academic and test disengagement are related. In this study, we examine whether behaviors indicative of academic disengagement like chronic absenteeism and course failures are related to behaviors indicative of test disengagement like rapidly guessing on items. We also examine whether social-emotional factors like low academic self-efficacy and self-management, which research suggests are the root causes of academic disengagement, are also related to rapid guessing behavior. Our results provide evidence that academic and test disengagement are related, including through a common association with poor self-management. The implications of this connection for measurement and practice are discussed.

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考试和学术脱离相关吗？对测量和实践的启示

摘要：大量文献调查了学生的学业脱离，包括其最终表现形式——辍学。研究还表明，对于教育工作者和政策制定者希望从考试成绩中得出的许多推论来说，脱离考试可能是一个问题。然而，很少有研究考虑学术和考试脱离是否相关。在这项研究中，我们检验了长期旷课和课程失败等表明学业脱离的行为是否与快速猜测项目等表明考试脱离的行为有关。我们还研究了低学业自我效能感和自我管理等社会情绪因素是否也与快速猜测行为有关，研究表明，这些因素是学业脱离的根本原因。我们的研究结果提供了证据，证明学术和考试脱离是相关的，包括通过与不良自我管理的共同联系。讨论了这种联系对测量和实践的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Assessment EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

6.70%

发文量

期刊介绍： Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.