Tag: Technology

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Published Document Title Authors Pages Abstract
April 2022 A Comparison of Paper-based and Computer-based Formats for Assessing Student Achievement Huang, Haigen
Scrimgeour, Meghan

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Given the growing trend toward using technology to assess student learning, this investigation examined test mode comparability of student achievement scores obtained from paper-pencil and computerized assessments of statewide End-of-Course and End-of-Grade examinations in the subject areas of high school biology and eighth-grade English Language Arts and math. Propensity score matching was used to generate comparable groups of students who were assessed using paper-pencil or computer-based formats. T-tests and generalized linear models were further used to examine test mode effect. Analyses revealed a small test mode effect for all three subjects such that students using the paper-based format achieved higher scores than students using the computer-based format. The findings are germane to school districts transitioning to computerized assessments and investigating test mode comparability.

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November 2002 Literature Review: Technology Use and Its Relevance to Academic Achievement Reichstetter, Rosemary

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Does the use of technology positively relate to academic achievement? A review of the literature identified 66 articles on this topic. Twenty-three articles were studied for this report. Depending upon the focus of the article, a positive relationship was found in most cases while no relationship was found in a small number of cases reviewed. In reviewing all papers, articles, and studies, a number of other factors were identified as important considerations.

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January 2000 Building Successful Teacher Use of Computers in the Classroom Reichstetter, Rosemary

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Middle school teachers in the Wake County Public School System use computers more as their level of training increases, especially when that training addresses their specific subject areas*. More frequent use is also related to specific training components delivered by the instructor (presentation of theory, demonstrations/modeling of use, coaching/feedback regarding use, and practice) and to the availability of ongoing support. The study concluded that technology training, addressing teaching areas (e.g., language arts, mathematics, sciences, etc.), and the delivery of specific training components combine to be the best predictor of subsequent computer use by teachers. The study further concluded that technology training was related to frequency of classroom instructional use in nine of eleven types of computer technology (e.g., word processing, spreadsheets, databases, desktop publishing). Of overall interest is that approximately one-third (31%) of the teacher respondents reported no computer use in their lessons at all and many reported no computer use in specific computer technology types.

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November 1999 Dropout Report 1997-1998 Gilleland, Kevin
Howard, Daniel

49 View Abstract

Dropout Report 1997-1998

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