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.

摘要

COVID-19 大流行的到来对 K-12 教育产生了深远的影响。大多数学校过渡到远程教学，有些学校使用远程测试来评估学生的学习情况。然而，远程测试的控制不如校内测试，这导致人们对应试参与度的担忧。本研究比较了 2020 年春季远程进行适应性中期评估的学生的脱离参与度与 2019 年秋季在学校进行的评估的脱离参与度。结果表明，各个年级的脱离参与度逐渐增加。这种模式在两种测试环境之间没有显着差异，除了美洲印第安人/阿拉斯加原住民学生的结果，他们在远程测试下表现出更高的脱离接触。此外，