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3. Using Student Assessment Engagement as a Measure of Student SEL and School Engagement

Author

NWEA, Soland, Jim, and Jensen, Nate

Abstract

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.

Published
2017

4. Impact of adverse childhood experiences and family resilience on sleep duration in autistic children.

Author

Sadikova, Eleonora, Soland, Jim, Menezes, Michelle, and Mazurek, Micah

Subjects
*PSYCHOLOGICAL resilience, *RISK assessment, *PARENTS, *AUTISM, *QUESTIONNAIRES, *MULTIPLE regression analysis, *SEX distribution, *DESCRIPTIVE statistics, *AGE distribution, *ANXIETY, *FAMILY roles, *SLEEP duration, *CAREGIVERS, *FAMILY attitudes, *SURVEYS, *ASPERGER'S syndrome, *PARENTS of children with disabilities, *COMPARATIVE studies, *DATA analysis software, *FACTOR analysis, *ADVERSE childhood experiences, *PSYCHOSOCIAL factors, *SLEEP disorders, *CAREGIVER attitudes, *MENTAL depression, *DISEASE risk factors, *CHILDREN
Abstract

Autistic children are at higher risk of experiencing adverse childhood experiences, which lead to negative health outcomes such as sleep difficulties. In the general population, family resilience can help reduce the negative impact of adverse childhood experiences on child functioning. The aim of this study was to examine the impact of adverse childhood experiences on sleep duration, and whether family resilience moderates this impact in autistic children. With data from 2882 caregivers of children with autism from the National Survey of Children's Health, we examined the role of family resilience on the relationship between adverse childhood experiences and sleep duration. As shown in previous findings, there was a main effect of adverse childhood experiences on sleep duration. There was no significant main effect of family resilience on sleep duration. Results also show that family resilience moderates the relationship between adverse childhood experiences and sleep duration, possibly serving as a protective factor. Autistic children are more likely to have sleep difficulties and to experience adverse childhood experiences. Adverse childhood experiences can include parental divorce, bullying, or witnessing violence. We also know that children in families who are resilient (e.g. families who are connected, work together, and help each other) are less impacted by adverse childhood experiences. Our study examined whether there was a relationship between adverse childhood experiences and sleep duration in autistic children. We also wanted to find out whether family resilience protects from the negative impact of adverse childhood experiences on sleep duration. We used data from 3247 parent surveys about their children that we got from the National Survey of Children's Health. We found that children with adverse childhood experiences are more likely to get less sleep. We also found that children with resilient families were more likely to get more sleep. Our results show that family resilience helps weaken the relationship between adverse childhood experiences and sleep, so it is important to help families build resilience. [ABSTRACT FROM AUTHOR]

Published
2024
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5. Is 'Moneyball' the Next Big Thing in Education?

Author

Soland, Jim

Abstract

Predictive analytics in education can offer a benefit as long as educators heed the differences between how the tools are used in industry and how they should be used differently in schooling. Perhaps most important, teachers already know a great deal about their students--far more than an investor knows about a stock or a baseball scout about an up-and-coming pitcher. In fact, teachers are a veritable treasure trove of data on student behaviors, attitudes, and aspirations, information not typically included in a statistical model. Teachers also have far more power to shape what happens to students, an influence driven in part by their opinions of each child. Using predictive analytics in education while ignoring these differences may lead not only to misidentifying students at risk of dropping out but also negatively influence how teachers view those students.

Published
2015
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9. Interplay between speed and accuracy: Novel empirical insights based on 1/4 billion item responses

Author

Kuhfeld, Megan, Domingue, Benjamin, Kanopka, Klint, Piech, Chris, Soland, Jim, Wise, Steve, and Stenhaug, Ben

Subjects
PsyArXiv|Social and Behavioral Sciences, PsyArXiv|Social and Behavioral Sciences|Educational Psychology, PsyArXiv|Psychiatry, bepress|Social and Behavioral Sciences, bepress|Medicine and Health Sciences|Medical Specialties|Psychiatry, bepress|Social and Behavioral Sciences|Psychology|Quantitative Psychology, PsyArXiv|Social and Behavioral Sciences|Quantitative Methods, PsyArXiv|Social and Behavioral Sciences|Quantitative Methods|Psychometrics, bepress|Education|Educational Psychology
Abstract

As our ability to collect data about respondents increases, approaches for incorporating ancillary data features such as response time are of heightened interest. Models for response time have been advanced, but relatively limited large-scale empirical investigations have been conducted. We take advantage of a unique and massive dataset—data from computer adaptive administrations of the NWEA MAP Growth assessment in two states consisting of roughly 1/4 billion item responses—containing both item responses plus response times to shed light on emergent features of response time behavior. We focus on two behaviors in particular. The first, response acceleration, is a reduction in response time for responses that occur relatively late on the assessment. We further note that such reductions are heterogeneous as a function of estimated ability (lower ability estimates are associated with larger increases in acceleration) and that reductions in response time on later items lead to reductions in accuracy relative to expectation. We also document variation in interplay between speed and accuracy. In some cases, additional time spent on an item is associated with an increase in accuracy; in other cases, the opposite is true. This finding has potential connections to the nascent literature on different within-person response processes. We argue that our approach may be useful in other settings and that the behaviors observed here should be of interest in other data.

Published
2020

10. Speed accuracy tradeoff? Not so fast: Marginal changes in speed have inconsistent relationships with accuracy in real-world settings

Author

Domingue, Benjamin, Kanopka, Klint, Stenhaug, Ben, Sulik, Michael, Beverly, Tanesia, Brinkhuis, Matthieu J. S., Circi, Ruhan, Faul, Jessica, Liao, Dandan, McCandliss, Bruce, Obradovic, Jelena, Piech, Chris, Porter, Tenelle, Soland, Jim, Weeks, Jon, Wise, Steve, Yeatman, Jason D, Domingue, Benjamin, Kanopka, Klint, Stenhaug, Ben, Sulik, Michael, Beverly, Tanesia, Brinkhuis, Matthieu J. S., Circi, Ruhan, Faul, Jessica, Liao, Dandan, McCandliss, Bruce, Obradovic, Jelena, Piech, Chris, Porter, Tenelle, Soland, Jim, Weeks, Jon, Wise, Steve, and Yeatman, Jason D

Abstract

The speed-accuracy tradeoff suggests that responses generated under time constraints will be less accurate. While it has undergone extensive experimental verification, it is less clear whether it applies in settings where time pressures are not being experimentally manipulated (but where respondents still vary in their utilization of time). Using a large corpus of 29 response time datasets containing data from cognitive tasks without experimental manipulation of time pressure, we probe whether the speed-accuracy tradeoff holds across a variety of tasks using idiosyncratic within-person variation in speed. We find inconsistent relationships between marginal increases in time spent responding and accuracy; in many cases, marginal increases in time do not predict increases in accuracy. However, we do observe time pressures (in the form of time limits) to consistently reduce accuracy and for rapid responses to typically show the anticipated relationship (i.e., they are more accurate if they are slower). We also consider analysis of items and individuals. We find substantial variation in the item-level associations between speed and accuracy. On the person side, respondents who exhibit more within-person variation in response speed are typically of lower ability. Finally, we consider the predictive power of a person's response time in predicting out-of-sample responses; it is generally a weak predictor. Collectively, our findings suggest the speed-accuracy tradeoff may be limited as a conceptual model in its application in non-experimental settings and, more generally, offer empirical results and an analytic approach that will be useful as more response time data is collected.

Published
2020

11. Speed accuracy tradeoff? Not so fast: Marginal changes in speed have inconsistent relationships with accuracy in real-world settings

Author

Sub Softw.Techn. for Learning and Teach., Software Technology for Learning and Teaching, Domingue, Benjamin, Kanopka, Klint, Stenhaug, Ben, Sulik, Michael, Beverly, Tanesia, Brinkhuis, Matthieu J. S., Circi, Ruhan, Faul, Jessica, Liao, Dandan, McCandliss, Bruce, Obradovic, Jelena, Piech, Chris, Porter, Tenelle, Soland, Jim, Weeks, Jon, Wise, Steve, Yeatman, Jason D, Sub Softw.Techn. for Learning and Teach., Software Technology for Learning and Teaching, Domingue, Benjamin, Kanopka, Klint, Stenhaug, Ben, Sulik, Michael, Beverly, Tanesia, Brinkhuis, Matthieu J. S., Circi, Ruhan, Faul, Jessica, Liao, Dandan, McCandliss, Bruce, Obradovic, Jelena, Piech, Chris, Porter, Tenelle, Soland, Jim, Weeks, Jon, Wise, Steve, and Yeatman, Jason D

Published
2020

12. Speed accuracy tradeoff? Not so fast: Marginal changes in speed have inconsistent relationships with accuracy in real-world settings

Author

Domingue, Benjamin, primary, Kanopka, Klint, additional, Stenhaug, Ben, additional, Sulik, Michael, additional, Beverly, Tanesia, additional, Brinkhuis, Matthieu J. S., additional, Circi, Ruhan, additional, Faul, Jessica, additional, Liao, Dandan, additional, McCandliss, Bruce, additional, Obradovic, Jelena, additional, Piech, Chris, additional, Porter, Tenelle, additional, Soland, Jim, additional, Weeks, Jon, additional, Wise, Steve, additional, and Yeatman, Jason D, additional

Published
2020
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15. SCHOOLS AS REFRACTORS: INEQUALITY IN ACADEMIC SKILLS WHILE SCHOOL IS IN VERSUS OUT OF SESSION.

Author

Condron, Dennis J., Downey, Douglas B., Kuhfeld, Megan, Yeow Meng Thum, and Soland, Jim

Subjects
SOCIAL groups, SOCIAL classes, EQUALITY, HIGH school sophomores, SCHOOL year, EDUCATIONAL equalization, KINDERGARTEN children
Abstract

Does schooling exacerbate inequality in children's academic skills? Studies comparing skill growth in summers versus school years provide a provocative way of addressing this question, but most seasonal studies have been limited in two important ways. First, the most persuasive seasonal studies have been restricted to the early grades of schooling, making it difficult to know whether the patterns from these studies extend into later grades. Second, they have focused primarily on achievement "gaps" between social groups (e.g., social class, race/ethnicity), which constitutes only a fraction of achievement inequality. In this study, we compare the growth of inequality in students' academic skills during 10 school years to that occurring during the 10 preceding summers in recent national data on first through tenth graders from the Northwest Evaluation Association (NWEA). Findings reveal that the impact of schooling on achievement inequality varies by subject. Exposure to schooling appears to exacerbate inequality in math skills, reduce inequality in reading and language use skills somewhat, and reproduce inequalities in science skills. We consider the implications of our findings for theoretical perspectives on schools and inequality. [ABSTRACT FROM AUTHOR]

Published
2019

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