The Effect of Device Type on Achievement: Evidence from a Quasi-Experimental Design

Autor/inn/en	Rutkowski, David; Rutkowski, Leslie; Flores, Charity
Titel	The Effect of Device Type on Achievement: Evidence from a Quasi-Experimental Design
Quelle	In: Educational Assessment, 27 (2022) 3, S.229-246 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2022.2043742
Schlagwörter	Computer Assisted Testing; Computers; Laptop Computers; Handheld Devices; Tablet Computers; Educational Assessment; Evaluation Research; Context Effect; Academic Achievement; Standardized Tests; Grade 3; Grade 8; Student Evaluation; Indiana + Suchen Sie Ihr Suchwort? Digitalrechner; Laptop computer; Laptop; Computer; Tablet computer; Tablet PC; Education; assessment; Bewertungssystem; Evaluationsforschung; Schulleistung; Standadised tests; Standardisierter Test; School year 03; 3. Schuljahr; Schuljahr 03; School year 08; 8. Schuljahr; Schuljahr 08; Schulnote; Studentische Bewertung
Abstract	As more states move to universal computer-based assessments, an emergent issue concerns the effect that device type might have on student results. Although, several research studies have explored device effects, most of these studies focused on the differences between tablets and desktops/laptops. In the current study, we distinguish between different types of devices to better examine the differences. Specifically, we used Indiana state assessment results from grades 3 and 8 and a propensity score weighting method to see if a student took the assessment on another device, would they have received the same score? Our findings suggest that there are significant differences by device type in both grades. In particular, iPad and Chromebook devices produced higher achievement when compared to Mac and PC devices. At the extreme, these differences amounted to close to a third of a standard deviation on the achievement scale. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01