Design Principles for Accelerating Student Learning with High-Impact Tutoring (updated June 2024)
Category: Student Learning
Instrument Overview
The ADT is a direct assessment of students' willingness to focus on tedious academic tasks rather than play games.
Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
Organization
Topic
Student Well-Being Category
American Institutes for Research® partnered with the Annenberg Institute at Brown University to collect instruments related to student well-being.
Content
Grades
6th Grade,
7th Grade,
8th Grade,
9th Grade,
10th Grade,
11th Grade,
12th Grade
Keywords
Intrapersonal Competencies
Languages
English
Respondent
Student
Administration Information
Length
There are 5 tasks in which students are given the choice between working on math problems and playing an online game
Administration
Computer
Access and Use
Developer
Angela Duckworth
Setting
Classroom
Psychometrics (additional guidance)
Psychometric References
Reliability evidence
Reliability was assessed by examining correlations in the three subscores across tasks. Coefficients ranged from 0.41 to 0.66. Internal consistency (alpha) was also estimated by treating tasks as items. Coefficients ranged from 0.84 to 0.89. (Galla et al., 2014).
Validity evidence
Evidence based on content
No information is available in the references reviewed.
Evidence based on response processes
There is empirical evidence that productivity declined, on average, over time, as did time-on-task. This response pattern was interpreted as suggesting that a reduction in focused engagement, rather than math ability, was the primary driver in task performance.
Evidence based on internal structure
No information is available in the references reviewed.
Evidence based on relations with other variables
ADT scores correlated positively with Big Five measures of conscientiousness, including self-control and grit, consistent with theory. ADT scores were not associated with Big Five extraversion, openness and emotional stability, also consistent with theory. Productivity was predictive of math and ELA achievement and the odds of on-time high school graduation (Galla et al., 2014)
Galla, B. M., Plummer, B. D., White, R. E., Meketon, D., D’Mello, S. K., & Duckworth, A. L. (2014). The Academic Diligence Task (ADT): Assessing individual differences in effort on tedious but important schoolwork. Contemporary Educational Psychology, 39(4), 314-325.
