Online Assessment in Mathematics and Writing: Reports From the NAEP Technology-Based Assessment Project, Research and Development Series Export

@misc{citeulike:1567929, abstract = {This document contains reports from the 2001 Math Online (MOL) study and the 2002 Writing Online (WOL) study, both field investigations in the National Assessment of Educational Progress (NAEP) Technology-Based Assessment Project, which explored the use of new technology in NAEP. In the MOL study, nationally representative samples of fourth- and eighth-grade students were administered a computer-based mathematics test and a test of computer facility, among other measures. In addition, at the eighth-grade level, a randomly parallel group of students was administered a paper-based test containing the same items as the computer-based test. Results showed that the computer-based mathematics test was significantly harder than the paper-based test for eighth-grade students. At both grade levels, computer facility predicted online mathematics test performance after controlling for performance on a paper-based mathematics test, suggesting that degree of familiarity with computers may matter when taking a computer-based mathematics test in NAEP. In the WOL study, a nationally representative sample of eighth-grade students was administered a computer-based writing test and a test of computer facility, among other measures. The performance of this sample was compared to a second nationally representative group taking the same writing test in main NAEP. Results showed that average scores on the computer-based writing test were generally not significantly different from average scores on the paper-based writing test. However, as in the Math Online study, computer familiarity was associated with online test performance (after controlling for performance on a paper-based writing test), suggesting that the student's computer skill level may affect online writing test performance in NAEP.}, author = {Sandene, Brent and Horkay, Nancy and Bennett, Randy E. and Allen, Nancy and Braswell, James and Kaplan, Bruce and Oranje, Andreas}, citeulike-article-id = {1567929}, citeulike-linkout-0 = {http://nces.ed.gov/nationsreportcard/pdf/studies/2005457.pdf}, edition = {August 2005}, institution = {National Center for Education Statistics}, keywords = {e-assessment, education}, month = {August}, posted-at = {2007-08-16 04:44:58}, priority = {3}, title = {Online Assessment in Mathematics and Writing: Reports From the NAEP Technology-Based Assessment Project, Research and Development Series}, url = {http://nces.ed.gov/nationsreportcard/pdf/studies/2005457.pdf}, year = {2005} }

TY - GEN ID - citeulike:1567929 L3 - citeulike-article-id:1567929 N2 - This document contains reports from the 2001 Math Online (MOL) study and the 2002 Writing Online (WOL) study, both field investigations in the National Assessment of Educational Progress (NAEP) Technology-Based Assessment Project, which explored the use of new technology in NAEP. In the MOL study, nationally representative samples of fourth- and eighth-grade students were administered a computer-based mathematics test and a test of computer facility, among other measures. In addition, at the eighth-grade level, a randomly parallel group of students was administered a paper-based test containing the same items as the computer-based test. Results showed that the computer-based mathematics test was significantly harder than the paper-based test for eighth-grade students. At both grade levels, computer facility predicted online mathematics test performance after controlling for performance on a paper-based mathematics test, suggesting that degree of familiarity with computers may matter when taking a computer-based mathematics test in NAEP. In the WOL study, a nationally representative sample of eighth-grade students was administered a computer-based writing test and a test of computer facility, among other measures. The performance of this sample was compared to a second nationally representative group taking the same writing test in main NAEP. Results showed that average scores on the computer-based writing test were generally not significantly different from average scores on the paper-based writing test. However, as in the Math Online study, computer familiarity was associated with online test performance (after controlling for performance on a paper-based writing test), suggesting that the student’s computer skill level may affect online writing test performance in NAEP. TI - Online Assessment in Mathematics and Writing: Reports From the NAEP Technology-Based Assessment Project, Research and Development Series KW - e-assessment KW - education AU - Sandene, Brent AU - Horkay, Nancy AU - Bennett, Randy AU - Allen, Nancy AU - Braswell, James AU - Kaplan, Bruce AU - Oranje, Andreas PY - 2005/08// UR - http://nces.ed.gov/nationsreportcard/pdf/studies/2005457.pdf ER -