Implicit Aspects of Paper and Pencil Mathematics Assessment that Come to Light through the Use of the Computer
Educational Studies in Mathematics Volume 66, Number 3, ISSN 0013-1954
This article explores the effect on assessment of "translating" paper and pencil test items into their computer equivalents. Computer versions of a set of mathematics questions derived from the paper-based end of key stage 2 and 3 assessments in England were administered to age appropriate pupil samples, and the outcomes compared. Although in most cases the change to the different medium seems to make little difference, for some items the affordances of the computer profoundly affect how the question is attempted, and therefore what is being assessed when the item is used in a test. These differences are considered in terms of validity and legitimacy, that is whether the means used to answer a question in a particular medium are appropriate to the assessment intention. The conclusion is not only that translating paper and pencil items into the computer format sometimes undermines their validity as assessments, it is also that some paper and pencil items are less valid as assessments than their computer equivalents would be.
Threlfall, J., Pool, P., Homer, M. & Swinnerton, B. (2007). Implicit Aspects of Paper and Pencil Mathematics Assessment that Come to Light through the Use of the Computer. Educational Studies in Mathematics, 66(3), 335-348.
Cited ByView References & Citations Map
Zekeriya Karadag & Douglas McDougall, Ontario Institute for Studies in Education of University of Toronto, Canada
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 6331–6336
Zerrin Ayvaz Reis, HAYEF / Istanbul University, Turkey; Zekeriya Karadag, OISE / University of Toronto, Canada
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 5123–5128
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