دورية أكاديمية
Don't Test after Lunch: The Relationship between Disengagement and the Time of Day That Low-Stakes Testing Occurs
| العنوان: | Don't Test after Lunch: The Relationship between Disengagement and the Time of Day That Low-Stakes Testing Occurs |
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| اللغة: | English |
| المؤلفون: | Steven L. Wise, Megan R. Kuhfeld, Marlit Annalena Lindner |
| المصدر: | Applied Measurement in Education. 2024 37(1):14-28. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 2 Primary Education Grade 3 Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Grade 7 Junior High Schools Secondary Education Grade 8 |
| Descriptors: | Testing, Attention Span, Learner Engagement, Time Factors (Learning), Time on Task, Tests, Computer Assisted Testing, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Mathematics, Reading, Elementary School Students, Student Attitudes, Student Behavior, Age Grade Placement, Gender Differences, Achievement Rating |
| DOI: | 10.1080/08957347.2024.2311925 |
| تدمد: | 0895-7347 1532-4818 |
| مستخلص: | When student achievement is assessed, we seek to elicit a student's maximum performance -- a goal requiring the assumption that the student is fully engaged. Otherwise, to the extent that disengagement occurs, test performance is likely to suffer. Effectively managing test-taking disengagement requires an understanding of the testing conditions under which disengagement is more likely. This study investigated the association between disengagement and the time-of-day testing occurred for a widely used low-stakes, computer-adaptive achievement test in grades 2-8. Disengagement was measured using two indicators: response time effort (RTE) and performance decline. Results showed clear evidence for a time-of-day effect for RTE, with the prevalence of students exhibiting low RTE (<0.90) tripling during the school day in Math, and nearly doubling in Reading. In contrast, the prevalence of significant performance decline showed little change across time of day. Reasons for differences in results for the two disengagement indicators are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1413503 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0895-7347 1532-4818 |
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| DOI: | 10.1080/08957347.2024.2311925 |