description- – This booklet summarizes findings from data on mathematics achievement gathered on the 1992 National Assessment of Educational Progress (NAEP) for grades 4, 8, and 12. Approximately 26,000 4th, 8th, and 12th graders in 1,500 public and private schools participated in the national assessment. Information included in the report are: trends in achievement between 1990 and 1992, distribution of overall mathematics proficiency organized by state for grades 4, 8, and 12, performance on and examples of constructed-response questions, national results for demographic subgroups on two regular constructed-response tasks and an extended-response task, example of an extended-response task with scoring guide and sample responses, the school context for learning mathematics, trends and trouble spots in mathematics instruction, school effectiveness, background questionnaires, and procedures and methods. Findings for the performance of students on extended constructed-response questions include: (1) Approximately one-third to two-thirds of the students provided incorrect responses; (2) Substantial percentages of students left their papers blank; (3) Most students who did seem to understand the problems had difficulty explaining their work; and (4) From 1 to 16 percent of the students provided extended responses to each one of the tasks. On regular constructed-response questions, the average percentage correct by grade level was 42% for grade 4, 53% for grade 8, and 40% for grade 12. (MKR)
subjectcollectiondatepublishercreator description- – The transition from paper-based to computer-based assessment raises a number of important issues about how mode might affect children's performance and question answering strategies.In this project 104 eleven-year-olds were given two sets of matched mathematics questions, one set on-line and the other on paper. Facility values were analyzed to explore the impact of the mode on performance. Errors were coded and this allowed further investigation of the differences between questions in the different modes. The study also investigated children's affective responses to working on computer, attempting to gain an insight into the effect of motivational factors. This was made possible by observing and interviewing a sub-sample of children.Findings suggested that although there were no statistically significant differences between overall performances on paper and computer, there were enough differences at the individual question-level to warrant further investigation. Close analysis of the data suggests that it is possible that the question type, the way it is asked, and the numbers involved, might interact with mode to affect students' willingness to show working methods. The findings also suggest that certain types of questions in certain domains might have different impacts according to mode.The study concludes that there is scope for more research to probe further any links that may exist between children's thinking, behavior and assessment mode in order to satisfy concerns about the relative reliability and validity of computer-based and paper-based testing.
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