Comparing student performance on paper- and computer-based math curriculum-based measures.
As the number of computerized curriculum-based measurement (CBM) tools increases, it is necessary to examine whether or not student performance can generalize across a variety of test administration modes (i.e., paper or computer). The purpose of this study is to compare math fact fluency on paper v...
| Publicado en: | Assistive Technology Vol. 29; no. 3; pp. 140 - 146 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Fall2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=125436723&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 125436723 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10400435 YVP jtl: Assistive Technology issn: 10400435 maglogo: Y pubinfo: dt: Fall2017 vid: 29 iid: 3 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 125436723 125436723 125436723 10.1080/10400435.2016.1212129 125436723 ppf: 140 ppct: 6 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Comparing student performance on paper- and computer-based math curriculum-based measures. aug: au: Hensley, Kiersten Rankin, Angelica Hosp, John affil: Department of Special Education, Minnesota State University Mankato, Mankato, Minnesota, USA sug: subj: Academic Performance Curriculum Development Students, Elementary Computer-Assisted Instruction Achievement Tests Writing Assistive Technology United States Geographic Locations Data Analysis Software Analysis of Variance ab: As the number of computerized curriculum-based measurement (CBM) tools increases, it is necessary to examine whether or not student performance can generalize across a variety of test administration modes (i.e., paper or computer). The purpose of this study is to compare math fact fluency on paper versus computer for 197 upper elementary students. Students completed identical sets of probes on paper and on the computer, which were then scored for digits correct, problems correct, and accuracy. Results showed a significant difference in performance between the two sets of probes, with higher fluency rates on the paper probes. Because decisions about levels of student support and interventions often rely on measures such as these, more research in this area is needed to examine the potential differences in student performance between paper-based and computer-based CBMs. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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