This paper first analyzed the shortcomings of the summative final exam methods which focuses only on final exams. Then, we showed the specific implementation of the quantitative formative assessment which includes objective results and subjective scores. Objective results include the traditional written chapter test score, online mid-term and…

Arithmetic fluency is regarded as a foundational math skill, typically measured as a single construct with pencil-and-paper-based timed assessments. We introduce a tablet-based assessment of single-digit fluency that captures individual trial response times across several embedded experimental contrasts of interest. A large (n = 824) cohort of…

Even prior to COVID-19, there had been an increase in the use of technology in undergraduate mathematics education to support the development of mathematical understanding and skill, and to enhance the student learning environment. Technology-enhanced resources can be used to provide formative assessment which can help students identify gaps in…

The present study compared the diagnostic accuracy of a single computer adaptive test (CAT), Star Reading or Star Math, and a combination of the two in a gated screening framework to predict end-of-year proficiency in reading and math. Participants included 13,009 students in Grades 3-8 who had at least one fall screening score and end-of-year…

This study examines the conceptual understanding of numbers and operations among 372 fifth-grade students, based on their responses to an online three-tier test designed to assess their number sense, declarative knowledge, explanatory knowledge, and confidence. The results showed that most students had low performance and low number sense, with…

Background: Teachers often rely on the use of open-ended questions to assess students' conceptual understanding of assigned content. Particularly in the context of mathematics; teachers use these types of questions to gain insight into the processes and strategies adopted by students in solving mathematical problems beyond what is possible through…

One perceived advantage of computer-based testing is that accessibility tools can be embedded within the testing format, allowing students with disabilities to use them when necessary to remove unique barriers within testing. However, an important assumption is that students activate and use the tools when needed. Initial data from large-scale…

Students exhibit many behaviors when responding to items on a computer-based test, but only some of these behaviors are relevant to estimating their proficiencies. In this study, we analyzed data from computer-based math achievement tests administered to elementary school students in grades 3 (ages 8-9) and 4 (ages 9-10). We investigated students'…

Research on the multimedia effect in testing indicates that static representational pictures (RPs) and, potentially, dynamic RPs that further subdivide the picture into segments may support students' mental processing. This might be especially relevant for mathematical word problems that pose high mental demands in a multistage solution process.…

This study addresses the important yet underexplored question of whether the Common Core State Standards in Mathematics, which emphasize critical thinking and problem-solving, as well as the computer-based assessments aligned with the Common Core, have facilitated or hindered learning for students with disabilities. By analyzing administrative…

Learning experience designers consistently balance the trade-off between open and close-ended activities. The growth and scalability of Computer Based Learning Platforms (CBLPs) have only magnified the importance of these design trade-offs. CBLPs often utilize close-ended activities (i.e. Multiple-Choice Questions [MCQs]) due to feasibility…

This study investigates the time-use patterns of students with learning disabilities during digital mathematics assessments and explores the role of extended time accommodations (ETA) in shaping these patterns. Using latent profile analysis, four distinct time-use profiles were identified separately for students with and without ETA. "Initial…

Research Findings: Children are increasingly using touchscreen technologies at home, which has become a recurring feature within their classroom too. Research has investigated the potential effect of using computer-based tests to assess pupils' performance rather than traditional paper tests. An agreement has still not been formed about the impact…

In this study, we analyzed student participation and success in a college-level Calculus I course that utilized standards-based grading. By measuring the level to which students participate in this class structure, we were able to use a clustering algorithm that revealed multiple groupings of students that were distinct based on activity…

The purpose of this study was to compare the classification accuracy of data produced by the previous year's end-of-year New York state assessment, a computer-adaptive diagnostic assessment ("i-Ready"), and the gating combination of both assessments to predict the rate of students passing the following year's end-of-year state assessment…