Digitalized Interactive Item Components in Computer-Based-Assessment in Mathematics for K12 Students: A Research Synthesis [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Alhadi, Moosa A. A.; Zhang, Dake; Wang, Ting; Maher, Carolyn A.
Titel	Digitalized Interactive Item Components in Computer-Based-Assessment in Mathematics for K12 Students: A Research Synthesis [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Assisted Testing; Mathematics Tests; English Language Learners; Geometry; Kindergarten; Elementary Secondary Education; Test Use; Problem Solving; Testing Accommodations; Classification; Learning Disabilities; Students with Disabilities; Numbers; Numeracy; Age Differences; Glossaries; Definitions; Vocabulary; Computer Software; Reading Difficulties; Test Items; Item Analysis + Suchen Sie Ihr Suchwort? Geometrie; Testanwendung; Problemlösen; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Classification system; Klassifikation; Klassifikationssystem; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Zahlenraum; Rechenkompetenz; Age; Difference; Age difference; Altersunterschied; Glossary; Glossar; Begriffsbestimmung; Wortschatz; Reading difficulty; Leseschwierigkeit; Test content; Testaufgabe; Itemanalyse
Abstract	This research synthesizes studies that used a Digitalized Interactive Component (DIC) to assess K-12 student mathematics performance during Computer-based-Assessments (CBAs) in mathematics. A systematic search identified ten studies that categorized existing DICs according to the tools that provided language assistance to students and tools that supported students problem solving. We report on the one study that involved students with learning disabilities and three studies involved English Language Learners. One study focused on assessing geometry content and four studies targeted on number and operations understanding. For other studies included a mixture of mathematics domains. Mixed results were reported as to the effectiveness of the availability of DICs. The research suggests that older children were more likely to benefit from availability of the DIC than younger children, and that DICs have greater impact on students with special needs. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01