FAQ: Rapid-guessing, disengagement, and invalidated tests

Document created by Community User on Sep 10, 2018Last modified by Community User on Nov 14, 2018
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Introduction
Frequently asked questions about the effects of rapid-guessing and student test engagement.

Information

How does NWEA determine which MAP Growth assessments to invalidate, in general?

NWEA has used a set of rules to ensure that test events are accurate reflections of student achievement since we began computerized adaptive testing nearly two decades ago. These rules are based on valid ranges for several measures, including test time, standard error of measurement and RIT score.

 
What are the MAP Growth test invalidation reasons?

All invalidation reasons occur at the submission and completion of the MAP Growth test and not before. 

MAP Growth test invalidation reasons:For details about invalid tests, see:

 
Where are rapid-guessing metrics reported and clearly marked?

Rapid-guessing metrics (if any) are reported in the following reports.

 
What is the impact of disengagement on the student’s score?

Rapid-guessing tends to deflate a student’s score. We provide a metric on the Student Profile report called Estimated Impact of Student Disengagement on RIT which shows how different the score potentially would have been if the student had been fully engaged during the test.

For a detailed explanation, see the following page in the MAP Help Center: How Disengagement Affects Scoring.


How does rapid-guessing behavior impact longitudinal data?

Rapid-guessing impacts growth scores, either in a positive or negative direction (depending on when the student became disengaged). Rapid-guessing also helps to explain instances of negative growth. For more information, see the following blog post written by the leading researcher in the field of student disengagement, Steve Wise: How Does Test Engagement Affect RIT Score Validity?

Additional blogs from Research:

 
If proctors are able to intervene, what do you recommend?

If proctors are able to intervene after receiving an alert in the proctor console, they should pause the student’s test and speak with them before resuming their test. For more information, see How to Intervene in the MAP Help Center.

 
What tips are available to ensure students are more engaged during MAP Growth testing?

See Tips to Prepare Students for MAP Growth in NWEA Connection. You must log in to access the PDF. See How do I create an account and sign in to NWEA Connection?


See also:

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