Tablet or Paper and Pen? Examining Mode Effects on German Elementary School Students’ Computation Skills with Curriculum-Based Measurements

Abstract

Progress monitoring of academic achievement is an essential element to prevent learning disorders. A prominent approach is curriculum-based measurement (CBM). Various studies have documented positive effects of CBM on students' achievement. Nevertheless, the use of CBM is associated with additional work for teachers. The use of tablets may be of help here. Yet, although many advantages of computer-or tablet-based assessments are being discussed in the literature (e. g. innovative item formats, adaptive testing, automated scoring and feedback), there are still concerns regarding the comparability of different assessment modes (paper-pencil vs. tablet). In the study presented, we analyze the CBM data of 98 fourth graders. They processed the exact same computation items once with paper and pen and once in a tablet application. The analyses point to comparable results in the test modes, although some significant deviations can be found at item level. In addition, the children report perceived benefits when working with the tablet.

Changes in Online Distance Learning Behaviour of University Students during the Coronavirus Disease 2019 Outbreak, and development of the Model of Forced Distance Online Learning Preferences

“…Where the transition is smooth and successive, traditional face-to-face learning can coexist or is blended with the forms of distance learning. In contrast to the established gradual methods for planning and implementation of courses (Suartama et al, 2020), the transition from face-to-face to online courses observed in the COVID-19 pandemic was driven by an external factor and not by the pedagogical desire to make courses or computer applications (Blumenthal & Blumenthal, 2020) user friendly.…”

Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten

“…In addition, children did not score significantly higher on either version. There was only a non-significant tendency for students to score higher in print mode, which was also found, for example, in Blumenthal and Blumenthal (2020). These differences might be due to the fact that children tended to work faster, albeit slightly less accurately, in the digital version.…”

“…In line with Blumenthal and Blumenthal (2020), we learned from the interviews that the participating children preferred the digital version. Although both versions were found to be fun, children perceived the digital version as being easier and more enjoyable than the print version.…”

“…For example, the digital tool itself can generate feedback for teachers and students, or make relevant recommendations. As digital assessments are less time‐consuming compared to print assessments (Blumenthal & Blumenthal, 2020), they allow teachers to spend more time on supporting children and less on assessing them. In addition, the fact that children normally find the use of such digital tools highly motivating can be of clear benefit in the assessment situation.…”

Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation

“…For example, studies have generally shown that digital tests have been very well accepted by primary school teachers (Förster and Souvignier, 2014). For a digital maths tool, Blumenthal and Blumenthal (2020) analysed German fourth graders' opinions on print and digital modes of testing. They state that students found digital testing to be more motivating than testing in print form, and that students perceived digital tests as being faster and easier (although this perception was not corroborated by the test data).…”