Who Uses Split-Screen to Their Advantage in Reading Assessment? Association With Student Traits and Performance

• In Event: Designing Inclusive Assessments From Foundations to Interpretation

Abstract

This study examines the association of split screen tool usage with student demographic factors, attitudes toward technology, learning, and reading, and performance in an online reading assessment. Leveraging process data from a provincial secondary school literacy assessment (N = 21,863), a mediation analysis within structural equation modeling was used to investigate how student demographic and attitudinal factors predict split screen usage and how this usage affects reading performance. Results indicate that female students and those with higher self-directed learning are more likely to use the tool than their counterparts. Students with special education needs used the tool less and experienced a smaller benefit compared to their peers. The study highlights instructional implications, especially for students with special education needs.

Authors

• Hyunah Kim, Education Quality and Accountability Office

• Kaiwen Zhou, York University

• Mitch Haslehurst, Vretta Inc.

• Xiaoheng Kitty Yan, Simon Fraser University

• Zhimei Gu, Education Quality and Accountability Office

• Jennifer Hove, Education Quality and Accountability Office