You are here:

Validity and Fairness in Technology-Based Assessment: Detecting Construct-Irrelevant Variance in an Open-Ended, Computerized Mathematics Task
ARTICLE

, , ,

Educational Assessment Volume 8, Number 1, ISSN 1062-7197

Abstract

Evaluated whether variance due to computer-based presentation was associated with performance on a new constructed-response type, Mathematical Expression, that requires students to enter expressions. No statistical evidence of construct-irrelevant variance was detected for the 178 undergraduate and graduate students, but some examinees reported mechanical difficulties in responding and indicated a preference for paper and pencil. (SLD)

Citation

Gallagher, A., Bennett, R.E., Cahalan, C. & Rock, D.A. (2002). Validity and Fairness in Technology-Based Assessment: Detecting Construct-Irrelevant Variance in an Open-Ended, Computerized Mathematics Task. Educational Assessment, 8(1), 27-41. Retrieved October 1, 2022 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords