ABSTRACT

This study investigated the impact of students’ test-taking effort on their growth estimates in reading. The sample consisted of 7,602 students (Grades 1 to 4) in the United States who participated in the fall and spring administrations of a computer-based reading assessment. First, a new response dataset was created by flagging both rapid-guessing and slow-responding behaviours and recoding these non-effortful responses as missing. Second, students’ academic growth (i.e., daily increase in ability levels) from fall to spring was calculated based on their original responses and responses in the new dataset excluding non-effortful responses. The results indicated that students’ growth estimates changed significantly after recoding non-effortful responses as missing. Also, the difference in the growth estimates varied depending on the grade level. Overall, students’ test-taking effort appeared to be influential in the estimation of students’ reading growth. Implications for practice were discussed.

摘要

本研究调查了学生的应试努力对其阅读增长估计的影响。样本包括美国的 7,602 名学生（1 至 4 年级），他们参加了秋季和春季管理的基于计算机的阅读评估。首先，通过标记快速猜测和反应缓慢的行为并将这些不费力的反应重新编码为缺失，创建了一个新的反应数据集。其次，学生从秋季到春季的学业成长（即能力水平的每日增长）是根据他们的原始反应和新数据集中的反应计算的，不包括非努力的反应。结果表明，在将不费力的回答重新编码为缺失后，学生的成长估计发生了显着变化。此外，增长估计的差异因年级而异。总体而言，学生的应试努力似乎对学生阅读增长的估计有影响。讨论了对实践的影响。