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Examining the effects of paper-based...

Hensley, Kiersten Kenning.

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Examining the effects of paper-based and computer-based modes of assessment on mathematics curriculum-based measurement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining the effects of paper-based and computer-based modes of assessment on mathematics curriculum-based measurement./
作者:	Hensley, Kiersten Kenning.
面頁冊數:	103 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
標題:	Educational tests & measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3711620
ISBN:	9781321879377

Examining the effects of paper-based and computer-based modes of assessment on mathematics curriculum-based measurement.
Hensley, Kiersten Kenning.

Examining the effects of paper-based and computer-based modes of assessment on mathematics curriculum-based measurement. - 103 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--The University of Iowa, 2015.

The computer to pupil ratio has changed drastically in the past decades, from 125:1 in 1983 to less than 2:1 in 2009 (Gray, Thomas, and Lewis, 2010), allowing for teachers and students to integrate technology throughout the educational experience. The area of educational assessment has adapted to the increased use of technology. Trends in assessment and technology include a movement from paper-based to computer-based testing for all types of assessments, from large-scale assessments to teacher-created classroom tests. Computer-based testing comes with many benefits when compared to paper-based testing, but it is necessary to determine if results are comparable, especially in situations where computer-based and paper-based tests can be used interchangeably.

ISBN: 9781321879377Subjects--Topical Terms:

3168483
Educational tests & measurements.

Examining the effects of paper-based and computer-based modes of assessment on mathematics curriculum-based measurement.
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245 1 0 $a Examining the effects of paper-based and computer-based modes of assessment on mathematics curriculum-based measurement.
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500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: John L. Hosp.
502 $a Thesis (Ph.D.)--The University of Iowa, 2015.
520 $a The computer to pupil ratio has changed drastically in the past decades, from 125:1 in 1983 to less than 2:1 in 2009 (Gray, Thomas, and Lewis, 2010), allowing for teachers and students to integrate technology throughout the educational experience. The area of educational assessment has adapted to the increased use of technology. Trends in assessment and technology include a movement from paper-based to computer-based testing for all types of assessments, from large-scale assessments to teacher-created classroom tests. Computer-based testing comes with many benefits when compared to paper-based testing, but it is necessary to determine if results are comparable, especially in situations where computer-based and paper-based tests can be used interchangeably.
520 $a The main purpose of this study was to expand upon the base of research comparing paper-based and computer-based testing, specifically with elementary students and mathematical fluency. The study was designed to answer the following research questions: (1) Are there differences in fluency-based performance on math computation problems presented on paper versus on the computer? (2) Are there differential mode effects on computer-based tests based on sex, grade level, or ability level?
520 $a A mixed-factorial design with both within- and between-subject variables was used to investigate the differences between performance on paper-based and computer-based tests of mathematical fluency. Participants completed both paper- and computer-based tests, as well as the Group Math Assessment and Diagnostic Evaluation as a measure of general math ability. Overall findings indicate that performance on paper- and computer-based tests of mathematical fluency are not comparable and student grade-level may be a contributing factor in that difference.
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