Analyzing Text-to-Speech Usage in Math Assessments: Proficiency-Specific Implication and Insights
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| Title: | Analyzing Text-to-Speech Usage in Math Assessments: Proficiency-Specific Implication and Insights |
|---|---|
| Language: | English |
| Authors: | Xin Wei (ORCID |
| Source: | Grantee Submission. 2026. |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324P230002 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | National Competency Tests, Mathematics Tests, Grade 8, Assistive Technology, Problem Solving, Accuracy, Mathematics Achievement, Students with Disabilities, English Learners, Test Items, Reaction Time, Testing Accommodations, Student Characteristics |
| Assessment and Survey Identifiers: | National Assessment of Educational Progress |
| DOI: | 10.1080/13803611.2026.2655305 |
| Abstract: | This study examines three dimensions of Text-to-Speech (TTS) use -- listening time, frequency, and sequence. Using response and log data from 28,090 students on a Grade 8 mathematics item from the 2017 National Assessment of Educational Progress, we estimated relationships between TTS use and accuracy with logistic regressions and Random Forest partial-dependence plots. TTS use was most common among lower-proficiency students. Among Below Basic students, listening to the problem statement was associated with higher accuracy, though benefits diminished beyond 25 seconds. Among Basic students, frequent toggling was negatively associated with accuracy, whereas among Proficient and Advanced students, no consistent relationship emerged. Overall, TTS appears to support access when used purposefully, while inefficient use may hinder performance. Although limited to one item and observational data, the findings suggest practical design and instructional strategies for promoting equitable access. [This paper was published in "Educational Research and Evaluation."] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | ED679503 |
| Database: | ERIC |
| Abstract: | This study examines three dimensions of Text-to-Speech (TTS) use -- listening time, frequency, and sequence. Using response and log data from 28,090 students on a Grade 8 mathematics item from the 2017 National Assessment of Educational Progress, we estimated relationships between TTS use and accuracy with logistic regressions and Random Forest partial-dependence plots. TTS use was most common among lower-proficiency students. Among Below Basic students, listening to the problem statement was associated with higher accuracy, though benefits diminished beyond 25 seconds. Among Basic students, frequent toggling was negatively associated with accuracy, whereas among Proficient and Advanced students, no consistent relationship emerged. Overall, TTS appears to support access when used purposefully, while inefficient use may hinder performance. Although limited to one item and observational data, the findings suggest practical design and instructional strategies for promoting equitable access. [This paper was published in "Educational Research and Evaluation."] |
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| DOI: | 10.1080/13803611.2026.2655305 |
