Using Student Assessment Engagement as a Measure of Student SEL and School Engagement / Jim Soland and Nate Jensen.
Metadata that are often captured and discarded when students take achievement tests on a computer can transform processes for identifying, monitoring, and supporting students who might benefit from social-emotional learning (SEL) interventions. This submission presents a metric called response-time...
Saved in:
| Online Access: |
Full Text (via ERIC) |
|---|---|
| Main Authors: | , |
| Corporate Author: | |
| Format: | eBook |
| Language: | English |
| Published: |
[Place of publication not identified] :
Distributed by ERIC Clearinghouse,
2017.
|
| Subjects: |
| Summary: | Metadata that are often captured and discarded when students take achievement tests on a computer can transform processes for identifying, monitoring, and supporting students who might benefit from social-emotional learning (SEL) interventions. This submission presents a metric called response-time effort (RTE) that relies on such metadata. The measure uses item response times, or the seconds that elapse between when a question is presented and answered, to identify when students respond to a test question so quickly they could not have understood its content. This behavior is referred to as "rapid guessing." RTE measures the proportion of items from a test on which a student did not rapidly guess. For example, a student with an RTE of 0.95 rapidly guessed on 5% of the items. The metric is associated with more than a decade of validity evidence supporting its use as a measure of test-taking engagement. As importantly, RTE metrics are scalable. This fall, RTE will be incorporated into standard reports for any student taking NWEA's Measures of Academic Progress (MAP), an interim assessment suite used to measure mathematics, reading, language usage, and science achievement in more than 6,500 U.S. school systems. Recent research conducted in collaboration with Santa Ana Unified School District (SAUSD) shows that RTE is useful as much more than a proxy for test motivation. The study indicates that rapid-guessing behavior is associated with low self-management scores on district administered SEL surveys. This relationship makes intuitive sense. Self-management can be defined as whether students maintain control over their thoughts, behaviors, and emotions. The construct measures whether students perform a collection of observable behaviors like coming to class prepared, following directions, and working independently. Generally, students with low self-management have trouble staying focused and completing tasks. One could imagine that a student who struggles with self-management might also have difficulty maintaining focus during a test. |
|---|---|
| Item Description: | Availability: NWEA. 121 NW Everett Street, Portland, OR 97209. Tel: 503-624-1951; Fax: 503-639-7873; Web site: http://nwea.org. Abstractor: As Provided. Educational level discussed: Grade 6. |
| Physical Description: | 1 online resource (1 online resource (8 pages)) |