The Relationship of Testing Mode and Mathematical Assessment Performance

Abstract

The purpose of this quasi-experimental study was to examine the impact of test format on student assessment performance. The study focused on the Mathematics District Assessments 1 and 2 after controlling paper-and-pencil platform in Assessment 1 and receiving either a technology-enhanced or paper-and-pencil format in Assessment 2. The null hypothesis was that the assessment performance of the 3rd grade students who were assessed using a technology-enhanced assessment would not be significantly different from the performance of those who were assessed using the paper-and-pencil assessment. The null hypothesis was rejected, as the assessment performance of elementary school students who were assessed using a paper-and-pencil assessment was significantly better than the performance of those who were assessed using the technology-enhanced assessment.