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Enhancing State Assessments Research on the Presentation Effect of Passage Based Computer Tests Michael Russell Technology and Assessment Study Collaborative Boston College Reading Comprehension/Text Presentation Study Research Questions

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Enhancing State Assessments

Research on the Presentation Effect of Passage Based Computer Tests

Michael RussellTechnology and Assessment Study CollaborativeBoston College

reading comprehension text presentation study
Reading Comprehension/Text Presentation Study
  • Research Questions
    • When 4th grade reading comprehension assessments are transitioned to computers, what is the impact on students’ test scores?
    • Are there differences in test scores when reading passages are presented on the computer using scrolling text versus whole page text?
    • How is student performance (modal effect) related to their computer literacy/use or fluidity?
text presentation study participating schools and design
Text Presentation Study - Participating Schools and Design
  • 219 Vermont public school students were assessed
  • Participating Students
    • 37 students from urban schools
    • 83 students from suburban schools
    • 99 students from rural schools
  • Students were randomly assigned to take the assessment on paper, on laptop using scrolling text, or on laptop using whole page text
text presentation instruments
Text Presentation Instruments
  • Assessment
    • 4 reading passages (2 NAEP, 1 PIRLS, 1 NH)
    • 19 multiple choice items
  • Computer Fluidity Exercises
    • Keyboarding
    • Click on moving object
    • Drag and drop
    • Arrow keys
  • Technology Survey
  • Computer Literacy
    • Eleven released VA and NC technology multiple choice items
  • Demo
text presentation study analyses
Text Presentation Study Analyses
  • Group score averages show a six point difference across groups
open ended survey
Open-ended Survey
  • 82% easier on computer
  • Twenty-six students indicated that they had a problem while taking the test on computer.
    • not understanding the directions (1), problems scrolling (2), having problems using the mouse (2), not understanding how to end the test (2), and having the computer freeze (2)
  • 16.8% reported using the highlighting feature
  • 17.4% said that they did mark items for review
reading comprehension text presentation study analyses
Reading Comprehension/Text Presentation Study Analyses
  • There were no significant differences in reading comprehension scores across testing modes (paper = 58.1%, scrolling = 52.2%, whole page =56.9%)
  • There were no statistical differences in reading comprehension scores based on computer fluidity and computer literacy, but a pattern in performance may indicate that students are disadvantaged by the scrolling text mode, particularly those lower computer skills.
  • The majority of students who took the reading test on a computer indicated that they would prefer to take the test on computer.
  • Providing highlighters and review markers is useful for some students.