The Effect of Device Type on Achievement: Evidence from a Quasi-Experimental Design.
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| Title: | The Effect of Device Type on Achievement: Evidence from a Quasi-Experimental Design. |
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| Authors: | Rutkowski, David (AUTHOR), Rutkowski, Leslie (AUTHOR), Flores, Charity (AUTHOR) |
| Source: | Educational Assessment. Jul-Sep2022, Vol. 27 Issue 3, p229-246. 18p. |
| Subjects: | Achievement, Standard deviations, Chromebook |
| Abstract: | As more states move to universal computer-based assessments, an emergent issue concerns the effect that device type might have on student results. Although, several research studies have explored device effects, most of these studies focused on the differences between tablets and desktops/laptops. In the current study, we distinguish between different types of devices to better examine the differences. Specifically, we used Indiana state assessment results from grades 3 and 8 and a propensity score weighting method to see if a student took the assessment on another device, would they have received the same score? Our findings suggest that there are significant differences by device type in both grades. In particular, iPad and Chromebook devices produced higher achievement when compared to Mac and PC devices. At the extreme, these differences amounted to close to a third of a standard deviation on the achievement scale. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Assessment is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 159176688 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Effect of Device Type on Achievement: Evidence from a Quasi-Experimental Design. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rutkowski%2C+David%22">Rutkowski, David</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rutkowski%2C+Leslie%22">Rutkowski, Leslie</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Flores%2C+Charity%22">Flores, Charity</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Assessment%22">Educational Assessment</searchLink>. Jul-Sep2022, Vol. 27 Issue 3, p229-246. 18p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Achievement%22">Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Standard+deviations%22">Standard deviations</searchLink><br /><searchLink fieldCode="DE" term="%22Chromebook%22">Chromebook</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: As more states move to universal computer-based assessments, an emergent issue concerns the effect that device type might have on student results. Although, several research studies have explored device effects, most of these studies focused on the differences between tablets and desktops/laptops. In the current study, we distinguish between different types of devices to better examine the differences. Specifically, we used Indiana state assessment results from grades 3 and 8 and a propensity score weighting method to see if a student took the assessment on another device, would they have received the same score? Our findings suggest that there are significant differences by device type in both grades. In particular, iPad and Chromebook devices produced higher achievement when compared to Mac and PC devices. At the extreme, these differences amounted to close to a third of a standard deviation on the achievement scale. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Assessment is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=159176688 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10627197.2022.2043742 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 229 Subjects: – SubjectFull: Achievement Type: general – SubjectFull: Standard deviations Type: general – SubjectFull: Chromebook Type: general Titles: – TitleFull: The Effect of Device Type on Achievement: Evidence from a Quasi-Experimental Design. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rutkowski, David – PersonEntity: Name: NameFull: Rutkowski, Leslie – PersonEntity: Name: NameFull: Flores, Charity IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul-Sep2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 10627197 Numbering: – Type: volume Value: 27 – Type: issue Value: 3 Titles: – TitleFull: Educational Assessment Type: main |
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