Open this publication in new window or tab >>2023 (English)In: LUMAT: International Journal on Math, Science and Technology Education, E-ISSN 2323-7112, Vol. 11, no 3, p. 49-76Article in journal (Refereed) Published
Abstract [en]
Computer-based assessments is becoming more and more common in mathematics education, and because the digital media entails other demands than paper-based tests, potential threats against validity must be considered. In this study we investigate how preparatory instructions and digital familiarity, may be of importance for test validity. 77 lower secondary students participated in the study and were divided into two groups that received different instructions about five different types of dynamic and/or interactive functions in digital mathematics items. One group received a verbal and visual instruction, whereas the other group also got the opportunity to try using the functions themselves. The students were monitored using eye-tracking equipment during their work with mathematics items with the five types of functions. The result revealed differences in how the students undertook the dynamic functions due to the students’ preparatory instructions. One conclusion is that students need to be very familiar with dynamic and interactive functions in tests, if validity is to be ensured. The validity also depends on the type of dynamic function used.
Place, publisher, year, edition, pages
University of Helsinki; LUMA Centre Finland, 2023
Keywords
computer-based assessment, dynamic, interactive, validity, transfer
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-214960 (URN)10.31129/LUMAT.11.3.1877 (DOI)
Funder
Swedish Research Council, 2019-05005
Note
Special issue: Technology in Mathematics Education.
2023-10-052023-10-052023-10-05Bibliographically approved