There has been increasing concern about the presence of disengaged test taking in international assessment programs and its implications for the validity of inferences made regarding a country’s level of educational attainment. In this paper, the author discusses six important insights yielded by 20 years of research on this and  implications for assessment programs.

The MAP Reading Fluency theory of action shows the hypothesized mechanisms of change and intermediate goals leading to the overarching goal of helping all students read fluently with comprehension.

This study investigated test-taking engagement on a large-scale state summative assessment. Overall, results of this study indicate that disengagement has a material impact on individual state summative test scores, though its impact on score aggregations may be relatively minor.

This paper describes a method for identifying partial engagement and provides validation evidence to support its use and interpretation. When test events indicate the presence of partial engagement, effort-moderated scores should be interpreted cautiously.

To avoid the subjectivity of having a single person evaluate a construct of interest (e.g., a student’s self-efficacy in school), multiple raters are often used. This study provides a model for estimating growth in the presence of multiple raters.

This research study is the first time of applying the thinking of semi-supervised learning into CDM. Also, we used the validating test to choose the appropriate parameters for the ANNs instead of using typical statistical criteria, such as AIC, BIC.

This report presents the results of a mode comparability study conducted through simulations to evaluate how scores from MAP Growth administered on the constraint-based engine (CBE) compare to those administered on the current MAP Growth engine known as COLO.