Implicit aspects of paper and pencil mathematics assessment that come to light through the use of the computer |
| |
| Authors: | John Threlfall Peter Pool Matthew Homer and Bronwen Swinnerton |
| |
| Institution: | (1) Assessment and Evaluation Unit, School of Education, University of Leeds, 11-14 Blenheim Terrace, Woodhouse Lane, Leeds, LS2 9HX, UK |
| |
| Abstract: | 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. |
| |
| Keywords: | Assessment Computer-based Key stage tests Mathematics assessment Paper and pencil Validity |
| 本文献已被 SpringerLink 等数据库收录！ |
|
