Drawing Response Interaction Usability Study for PARCC, November 16-19, 2015

Autor/inn/en	Brandt, Rusty; Bercovitz, Elizabeth; Zimmerman, Linda
Institution	Pearson; Partnership for Assessment of Readiness for College and Careers (PARCC)
Titel	Drawing Response Interaction Usability Study for PARCC, November 16-19, 2015
Quelle	(2015), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Usability; Freehand Drawing; Computer Software; Computer Assisted Testing; Consortia; Common Core State Standards; Mathematics Tests; Career Readiness; College Readiness; Comparative Analysis; Summative Evaluation; Test Format; Item Analysis; Feedback (Response); Student Attitudes; Special Education; General Education; Students with Disabilities; Problem Solving; Psychomotor Skills; Visual Impairments; Technology Uses in Education; Video Technology; Elementary School Students; Student Characteristics; Technological Literacy; Maryland; Maryland (Baltimore) + Suchen Sie Ihr Suchwort? Drawing; Zeichnen; Vereinigung; Common core curriculum; Curriculum; Kerncurriculum; Testentwicklung; Itemanalyse; Schülerverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Allgemein bildendes Schulwesen; Allgemeinbildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Problemlösen; Psychomotorische Aktivität; Visual handicap; Sehbehinderung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen
Abstract	The Partnership for Assessment of Readiness for College and Careers (PARCC) commissioned a multi-part study to determine the viability of using the drawing response interaction on the PARCC Mathematics Assessment. This study in particular focused on students with disabilities. PARCC has over 40 interaction types on the summative assessments. Why introduce a drawing response interaction? There are several drivers to the addition of this functionality. The first is comparability. While scores across modes are comparable overall, they could be stronger at the lower grades. Students who respond to constructed response on paper can provide drawings. Feedback from students in lower grades from the mode comparability study indicated the desire for a drawing tool. Data from the scoring of paper responses indicates up to 10% of the responses include a drawing at grade 3. The Common Core State Standards (CCSS) and National Council of Teachers of Mathematics (NCTM) both indicate that students should have multiple solution paths and tools available to them. A usability study was conducted by the Pearson's Research and Innovation Network (RIN) and Assessment Solutions and Design departments to assess the usability of a drawing response interaction type with general education and special education students with disabilities. Thirteen participants in grades 4 through 6 (during the 2015-2016 school year) participated in this study; seven students had a disability (low vision or fine motor impairment). Participants completed a series of math questions on a Chromebook or iPad that included the drawing response interaction, while observation and video recording took place. The goal of this study was to test the usability of the drawing response interaction feature and determine if and how it assists participants in problem solving. Specifically, this study sought to compare observations from students without disabilities to students with fine motor impairments or low vision. (ERIC).
Anmerkungen	Partnership for Assessment of Readiness for College and Careers. Available from: New Meridian Corporation. e-mail: info@newmeridiancorp.org; Web site: https://parcc-assessment.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01