Comparing Paper and Tablet Modalities of Math Assessment for Multiplication and Addition

Abstract

Curriculum-based measurement (CBM) tools are increasingly administered through technology-based modalities such as computers and tablets. Two studies were conducted to examine whether students perform similarly on paper-based and tablet-based math fact probes. Ten students completed 1-min addition or multiplication math probes using a single-case multielement design. Students completed the probes using traditional paper and pencil, a tablet using a stylus to write the answer, or a tablet application using a keyboard to type the answer. Visual analysis of time series graphs showed that the majority of students performed better on the paper-based probes than on either the keyboard or stylus probes. Nonoverlap of all pairs (NAP) effect size measures indicated medium to large differences between paper and stylus probes and paper and keyboard probes but weak effects between stylus and keyboard probes. Discussion focuses on the implications for educators and the use of different CBM modalities for interindividual and intraindividual comparisons.

Keywords:

• tablet
• assessments
• curriculum-based measurement
• math
• single-case design

ACKNOWLEDGMENTS

The authors thank Angie Cameron and the Center for Human Services Development at Youngstown State University for assistance with this study.

DISCLOSURE

The authors have no conflicts of interest to report.

ETHICS APPROVAL

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.

INFORMED CONSENT

Informed consent was obtained for all participants included in the study.

Additional information

Notes on contributors

Kathleen B. Aspiranti

Kathleen B. Aspiranti, PhD, is an assistant professor of school psychology at the University of Kentucky. Her research interests include the implementation and assessment of academic and behavioral interventions.

Erin E. C. Henze

Erin E. C. Henze, PhD, is an associate professor of psychology at the University of Detroit Mercy. Her research interests include the development and validation of academic interventions for students with disabilities and school-based functioning of students with autism.

Jennifer L. Reynolds

Jennifer L. Reynolds, PhD, is an associate professor and program director of school psychology at the University of Toledo. Her research interests include academic and behavioral interventions at the individual and systems levels and intervention efficiency.