Literaturnachweis - Detailanzeige
| Autor/inn/en | Reynolds, Jennifer L.; Aspiranti, Kathleen B.; Henze, Erin E. C. |
|---|---|
| Titel | Student Performance on Mathematics CBMs across Paper and Tablet Modalities |
| Quelle | In: Psychology in the Schools, 60 (2023) 8, S.3008-3018 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Reynolds, Jennifer L.) ORCID (Aspiranti, Kathleen B.) ORCID (Henze, Erin E. C.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-3085 |
| DOI | 10.1002/pits.22907 |
| Schlagwörter | Tablet Computers; Curriculum Based Assessment; Technology Uses in Education; Computer Assisted Testing; Grade 3; Elementary School Students; Addition; Mathematics Skills; Program Effectiveness; Evaluation Methods |
| Abstract | Tablet-based technology has become a conduit for the administration of curriculum-based measurement (CBM) tools. Using tablets to administer CBM probes has many advantages; however, little is known about how students perform on CBMs when administered via a tablet. The current investigation compared digits correct per minute obtained from 44 third-grade students on CBM addition fluency probes administered via three different modalities. Students completed the probes using traditional paper and pencil, a tablet using their fingers to write the answer, or a tablet application using a keyboard to type the answer. A within-subjects group design showed students performed significantly better on the tablet when using their finger to write the answer, even though most students (58%) indicated this was their least preferred modality. The discussion focuses on the implications for educators and the use of different CBM modalities for interindividual and intraindividual comparisons. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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