Comparing Paper and Tablet Modalities of Math Assessment for Multiplication and Addition

Autor/inn/en	Aspiranti, Kathleen B.; Henze, Erin E. C.; Reynolds, Jennifer L.
Titel	Comparing Paper and Tablet Modalities of Math Assessment for Multiplication and Addition
Quelle	In: School Psychology Review, 49 (2020) 4, S.453-465 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2020.1844548
Schlagwörter	Mathematics Tests; Test Format; Computer Assisted Testing; Handheld Devices; Curriculum Based Assessment; Addition; Multiplication; Effect Size; Scores; Elementary School Students; Electronic Learning; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Testentwicklung; Multiplikation
Abstract	Curriculum-based measurement (CBM) tools are increasingly administered through technology-based modalities such as computers and tablets. Two studies were conducted to examine whether students perform similarly on paper-based and tablet-based math fact probes. Ten students completed 1-min addition or multiplication math probes using a single-case multielement design. Students completed the probes using traditional paper and pencil, a tablet using a stylus to write the answer, or a tablet application using a keyboard to type the answer. Visual analysis of time series graphs showed that the majority of students performed better on the paper-based probes than on either the keyboard or stylus probes. Nonoverlap of all pairs (NAP) effect size measures indicated medium to large differences between paper and stylus probes and paper and keyboard probes but weak effects between stylus and keyboard probes. Discussion focuses on the implications for educators and the use of different CBM modalities for interindividual and intraindividual comparisons. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01