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Updated: Mar 17, 2026
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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
Published on: August 28, 2021
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Comparing student performance on paper- and computer-based math curriculum-based measures
Kiersten Hensley1, Angelica Rankin2, John Hosp3
1a Department of Special Education , Minnesota State University Mankato , Mankato , Minnesota , USA.
Assistive Technology : the Official Journal of RESNA
|July 25, 2016
Summary
Student performance on math fact fluency tests was higher on paper than on computer. This finding highlights the need for further research into differences between paper-based and computer-based curriculum-based measurement (CBM) tools.
Area of Science:
- Educational Psychology
- Learning Sciences
- Assessment
Background:
- Increasing use of computerized curriculum-based measurement (CBM) tools.
- Need to understand if student performance generalizes across administration modes (paper vs. computer).
Purpose of the Study:
- Compare math fact fluency in upper elementary students across paper and computer test formats.
- Investigate potential differences in performance metrics.
Main Methods:
- 197 upper elementary students participated.
- Students completed identical math fact fluency probes in both paper and computer formats.
- Probes were scored for digits correct, problems correct, and accuracy.
Main Results:
- Significant differences in performance were observed between paper and computer probes.
- Students demonstrated higher fluency rates on paper-based probes compared to computer-based probes.
Conclusions:
- Student performance in math fact fluency may differ based on test administration mode.
- Further research is crucial to understand discrepancies between paper-based and computer-based CBMs.
- Implications for educational decision-making regarding student support and interventions.
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