Abstract
Tablet-based technology has become a conduit for the administration of curriculum-based measurement (CBM) tools. Using tablets to administer CBM probes has many advantages; however, little is known about how students perform on CBMs when administered via a tablet. The current investigation compared digits correct per minute obtained from 44 third-grade students on CBM addition fluency probes administered via three different modalities. Students completed the probes using traditional paper and pencil, a tablet using their fingers to write the answer, or a tablet application using a keyboard to type the answer. A within-subjects group design showed students performed significantly better on the tablet when using their finger to write the answer, even though most students (58%) indicated this was their least preferred modality. The discussion focuses on the implications for educators and the use of different CBM modalities for interindividual and intraindividual comparisons.
Original language | English |
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Journal | Psychology in the Schools |
DOIs | |
State | Accepted/In press - 2023 |
Bibliographical note
Publisher Copyright:© 2023 The Authors. Psychology in the Schools Published by Wiley Periodicals LLC.
Keywords
- assessment
- digital literacy
- mathematics
- technology
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology