Disengaged Responses,Distorted Risks: Evaluating Effort on Student Risk Assessments

Abstract

Chronic absenteeism among high school students poses a significant threat to academic success. As schools address the root causes of absenteeism, assessments such as the Washington Assessment of Risks and Needs of Students (WARNS) help identify students’ risk factors and support needs. However, assessment scores depend on the quality and authenticity of student responses. When students are disengaged (e.g., rushing through items, exerting minimal effort), the data may misrepresent their actual needs, undermining assessment validity. We examined disengagement patterns among high school students completing the WARNS, focusing on response time as a behavioral indicator of engagement. A small percentage (<5%) of students displayed disengagement, which differed between males and females and assessment context. Differences in risk classification patterns were observed for students identified as rapid responders. Results highlighted the importance of incorporating response process data into assessment interpretation and suggested practical strategies for improving the accuracy of these types of assessments.