Running Out of Time: Leveraging Process Data to Identify Students Who May Benefit from Extended Time.

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Bibliographic Details
Title:	Running Out of Time: Leveraging Process Data to Identify Students Who May Benefit from Extended Time.
Authors:	Ogut, Burhan¹ bogut@air.org, Circi, Ruhan¹ rcirci@air.org, Huo, Huade¹ hhuo@air.org, Hicks, Juanita¹ hhicks@air.org, Yin, Michelle² michelle.yin@northwestern.edu
Source:	International Electronic Journal of Elementary Education. Mar2025, Vol. 17 Issue 2, p253-266. 14p.
Subject Terms:	Limited English-proficient students, Behavioral assessment, Eighth grade (Education), Educational equalization, *Students with disabilities
Abstract:	This study explored the effectiveness of extended time (ET) accommodations in the 2017 NAEP Grade 8 Mathematics assessment to enhance educational equity. Analyzing NAEP process data through an XGBoost model, we examined if early interactions with assessment items could predict students' likelihood of requiring ET by identifying those who received a timeout message. The findings revealed that 72% of students with disabilities (SWDs) granted ET did not use it fully, while about 24% of students lacking ET were still actively engaged when timed out, indicating a considerable unmet need for ET. The model demonstrated high accuracy and recall in predicting the necessity for ET based on early test behaviors, with minimal influence from background variables such as eligibility for free lunch, English Language Learner (ELL) status, and disability status. These results underscore the potential of utilizing early assessment behaviors as reliable predictors for ET needs, advocating for the integration of predictive models into digital testing systems. Such an approach could enable real-time analysis and adjustments, thereby promoting a fairer assessment process where all students have the opportunity to fully demonstrate their knowledge. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study explored the effectiveness of extended time (ET) accommodations in the 2017 NAEP Grade 8 Mathematics assessment to enhance educational equity. Analyzing NAEP process data through an XGBoost model, we examined if early interactions with assessment items could predict students' likelihood of requiring ET by identifying those who received a timeout message. The findings revealed that 72% of students with disabilities (SWDs) granted ET did not use it fully, while about 24% of students lacking ET were still actively engaged when timed out, indicating a considerable unmet need for ET. The model demonstrated high accuracy and recall in predicting the necessity for ET based on early test behaviors, with minimal influence from background variables such as eligibility for free lunch, English Language Learner (ELL) status, and disability status. These results underscore the potential of utilizing early assessment behaviors as reliable predictors for ET needs, advocating for the integration of predictive models into digital testing systems. Such an approach could enable real-time analysis and adjustments, thereby promoting a fairer assessment process where all students have the opportunity to fully demonstrate their knowledge. [ABSTRACT FROM AUTHOR]
ISSN:	13079298
DOI:	10.26822/iejee.2025.376