Student performance on mathematics CBMs across paper and tablet modalities

Jennifer L. Reynolds, Kathleen B. Aspiranti, Erin E.C. Henze

Research output: Contribution to journalArticlepeer-review


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 languageEnglish
Pages (from-to)3008-3018
Number of pages11
JournalPsychology in the Schools
Issue number8
StatePublished - Aug 2023

Bibliographical note

Publisher Copyright:
© 2023 The Authors. Psychology in the Schools Published by Wiley Periodicals LLC.


  • assessment
  • digital literacy
  • mathematics
  • technology

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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