title: Comparing student performance on paper- and computer-based math curriculum-based measures.
abstract: As the number of computerized curriculum-based measurement (CBM) tools increases, it is necessary to examine whether or not student performance can generalize across a variety of test administration modes (i.e., paper or computer). The purpose of this study is to compare math fact fluency on paper versus computer for 197 upper elementary students. Students completed identical sets of probes on paper and on the computer, which were then scored for digits correct, problems correct, and accuracy. Results showed a significant difference in performance between the two sets of probes, with higher fluency rates on the paper probes. Because decisions about levels of student support and interventions often rely on measures such as these, more research in this area is needed to examine the potential differences in student performance between paper-based and computer-based CBMs.
authors.affiliation: a Department of Special Education , Minnesota State University Mankato , Mankato , Minnesota , USA.
authors.forename: Kiersten
authors.initials: K
authors.lastname: Hensley
authors.affiliation: b Department of Psychology and Quantitative Foundations , The University of Iowa , Iowa City , Iowa , USA.
authors.forename: Angelica
authors.initials: A
authors.lastname: Rankin
authors.affiliation: c Department of Student Development , The University of Massachusetts Amherst , Amherst , Massachusetts , USA.
authors.forename: John
authors.initials: J
authors.lastname: Hosp
mesh_terms: D002648:Child; D003194:Computer-Assisted Instruction / Q000379:methods / Q000706:statistics & numerical data; D003479:Curriculum; D004521:Educational Measurement / Q000379:methods*; D006801:Humans; D008433:Mathematics / Q000193:education*; D013334:Students / Q000706:statistics & numerical data
keywords: computer-based assessments; curriculum-based measurement; mode effects