Using Technology-Enhanced Items to Measure Fourth-Grade Geometry Knowledge

• In Event: Measuring and Modeling Test-Taker Behaviors and Experiences

Abstract

Technology-enhanced items have the potential to provide improved measures of student knowledge compared to traditional item types. This paper uses quantitative analysis of fourth-grade geometry field test data to explore a) the validity of inferences made from certain kinds of technology-enhanced items and b) whether those item types provide improved measurement compared to traditional item types.

Authors

• Jessica Masters, Research Matters

• Matthew M. Gushta, Measured Progress