The Relationship of Testing Mode and Mathematical Assessment Performance

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dc.contributor.authorLayden, Stephanie
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2018-05-01T18:32:09Z
dc.date.available2018-05-01T18:32:09Z
dc.date.issued2018-05-01
dc.description.abstractThe 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.en_US
dc.format.extent32 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M2Z02ZC13
dc.identifier.urihttp://hdl.handle.net/11603/10716
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subjectMathematics (0405)en_US
dc.subjectPaper-and-Pencil Assessmenten_US
dc.subjectTechnology- Enhanced Assessmenten_US
dc.subjectTesting Modeen_US
dc.subjectAssessment Performanceen_US
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleThe Relationship of Testing Mode and Mathematical Assessment Performanceen_US
dc.typeTexten_US

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