ICT –Based Dynamic Assessment to Reveal Special Education Students’ Potential in Mathematics by Marjolin Peltenberg, Maria van den Heuvel-Panhuizen and Alexander Robitizsch
This paper looks at results that can be obtained using ICT based assessment in discovering special needs students' potential in mathematics in comparison with standardised, written tests. Subtraction of numbers under one humdred was the focus of the tests, as special needs pupils often struggle with such equations. Two ICT based test variations were administered to separate groups, each using a different tool to assist students in solving the mathematical problems. One tool was an empty number line to which students could add markers and plot their equations, and the other was a set of counters placed on a board with a ten by ten grid.
The ICT based tests were administered before the written tests, eliminating the possibility that the written tests could influence the results. Forty three students aged eight to twelve took part in the number line test, and thirty seven in the test using the other auxiliary tool. The results obtained by students in the ICT based test were significantly higher, with an approximately 20% better score obtained.
The paper also explores details of students' working processes - how they used the tools and how this affected the results, finding that when the tools were used improperly, the majority of errors occurred.
The paper discusses the limitations of the study as well, including issues such as the relatively small student sample, and the fact that the ICT based tests contained seven questions while the written test contained fifty four equations. These limitations put a different slant on the results, preventing broad conclusions and revealing the need for further research. However, the consistent results obtained across the sample group still point to definite benefits of these ICT based assessments.
Peltenberg, M., van den Heuvel-Panhuizen, M., Robitizsch, A. (2010). ICT –Based Dynamic Assessment to Reveal Special Education Students’ Potential in Mathematics. Research Papers in Education, 25(3), 319-332. doi:10.1080/02671522.2010.498148
This paper looks at results that can be obtained using ICT based assessment in discovering special needs students' potential in mathematics in comparison with standardised, written tests. Subtraction of numbers under one humdred was the focus of the tests, as special needs pupils often struggle with such equations. Two ICT based test variations were administered to separate groups, each using a different tool to assist students in solving the mathematical problems. One tool was an empty number line to which students could add markers and plot their equations, and the other was a set of counters placed on a board with a ten by ten grid.
The ICT based tests were administered before the written tests, eliminating the possibility that the written tests could influence the results. Forty three students aged eight to twelve took part in the number line test, and thirty seven in the test using the other auxiliary tool. The results obtained by students in the ICT based test were significantly higher, with an approximately 20% better score obtained.
The paper also explores details of students' working processes - how they used the tools and how this affected the results, finding that when the tools were used improperly, the majority of errors occurred.
The paper discusses the limitations of the study as well, including issues such as the relatively small student sample, and the fact that the ICT based tests contained seven questions while the written test contained fifty four equations. These limitations put a different slant on the results, preventing broad conclusions and revealing the need for further research. However, the consistent results obtained across the sample group still point to definite benefits of these ICT based assessments.
Peltenberg, M., van den Heuvel-Panhuizen, M., Robitizsch, A. (2010). ICT –Based Dynamic Assessment to Reveal Special Education Students’ Potential in Mathematics. Research Papers in Education, 25(3), 319-332. doi:10.1080/02671522.2010.498148
No comments:
Post a Comment