Date of Award

1993

Document Type

Thesis

Publisher

Edith Cowan University

Degree Name

Bachelor of Education Honours

Faculty

Faculty of Education

Abstract

Sound assessment is essential in mathematics education. Computer Administered Testing is one measuring device being researched for the assessment of mathematics. A concern with the advent of Computer Administered Testing is the possibility that the mode of testing influences how students perform on tests (Bugbee & Bernt 1990; Ring 1993). This study applied Newman Error Analysis Interviews to investigate if first year Bachelor of Arts Primary Education students exhibit different error patterns for mathematics test items in a Computer Administered System compared with those in an equivalent Paper and Pencil Test. The implementation of the Computer Administered Test did not appear to significantly affect the students' ability to read the question, understand what the question was asking them to do, transform from the words of the question to an appropriate mathematical strategy, perform the mathematical operations necessary and express the solution in an acceptable form, in comparison to the equivalent Paper and Pencil Test. There was a significant difference in the number of Careless Errors made by the students. It was reasoned that non-cognitive variables contributed to the Careless Errors. Non-cognitive variables identified as possibly contributing to the difference of Careless Errors between the two modes of testing were the differences in the time to complete the tests, Computer Anxiety and Intimidation .

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