The Comparability of Scores from Different Digital Devices: A Literature Review and Synthesis with Recommendations for Practice

Autor/inn/en	Dadey, Nathan; Lyons, Susan; DePascale, Charles
Titel	The Comparability of Scores from Different Digital Devices: A Literature Review and Synthesis with Recommendations for Practice
Quelle	In: Applied Measurement in Education, 31 (2018) 1, S.30-50 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2017.1391262
Schlagwörter	Evaluation Methods; Computer Assisted Testing; Educational Technology; Technology Uses in Education; Literature Reviews; Test Content; Test Items; Scores; Performance; Preferences; Comparative Analysis; Computers; Laptop Computers; Handheld Devices; Technological Literacy; Familiarity; Keyboarding (Data Entry); Test Bias + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Testaufgabe; Test content; Achievement; Leistung; Digitalrechner; Laptop computer; Laptop; Computer; Technisches Wissen; Texterfassung; Testkritik
Abstract	Evidence of comparability is generally needed whenever there are variations in the conditions of an assessment administration, including variations introduced by the administration of an assessment on multiple digital devices (e.g., tablet, laptop, desktop). This article is meant to provide a comprehensive examination of issues relevant to the comparability of scores across devices, and as such provide a starting point in designing and implementing a research agenda to support the comparability of any assessment program. This work starts with a conceptual framework rooted in the idea of a comparability claim--a conceptual statement about how each student is expected to perform on each of the devices in question. Then a review of the available literature is provided, focusing on how aspects of the devices (touch screens, keyboards, screen size, and displayed content) and aspects of the assessments (content area and item type) relate to student performance and preference. Building on this literature, recommendations to minimize threats to comparability are then provided. The article concludes with ways to gather evidence to support claims of comparability. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01