不参与考试对州问责制考试结果的影响

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Assessment Pub Date : 2021-07-03 DOI:10.1080/10627197.2021.1956897

S. Wise, Sukkeun Im, Jay Lee

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引用次数: 8

摘要

摘要本研究调查了2019年春季大规模州总结性评估的参与情况。通过识别快速猜测行为（这是一个有效的脱离接触指标），8年级测试中有意义的快速猜测的百分比在数学中为5.5%，在英语语言艺术（ELA）中为6.7%，在科学中为3.5%。州总结性考试的脱离率也因性别、种族、个性化教育计划（IEP）状态、英语能力有限（LEP）状态，免费和减少午餐（FRL）状态以及残疾状态而存在重大差异。然而，脱离接触对学校平均成绩、熟练率和相对排名的影响微乎其微。总的来说，这项研究的结果表明，脱离对个人状态总结性考试成绩有实质性影响，尽管它对成绩汇总的影响可能相对较小。

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The Impact of Disengaged Test Taking on a State’s Accountability Test Results

ABSTRACT This study investigated test-taking engagement on the Spring 2019 administration of a large-scale state summative assessment. Through the identification of rapid-guessing behavior – which is a validated indicator of disengagement – the percentage of Grade 8 test events with meaningful amounts of rapid guessing was 5.5% in mathematics, 6.7% in English Language Arts (ELA), and 3.5% in science. Disengagement rates on the state summative test were also found to vary materially across gender, ethnicity, Individualized Educational Plan (IEP) status, Limited English Proficient (LEP) status, free and reduced lunch (FRL) status, and disability status. However, school mean performance, proficiency rates, and relative ranking were only minimally affected by disengagement. Overall, results of this study indicate that disengagement has a material impact on individual state summative test scores, though its impact on score aggregations may be relatively minor.

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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.