Exploring Time-Use Profiles in Digital Mathematics Assessments for Students With Learning Disabilities

Area of Science:

• Educational Psychology
• Learning Disabilities Research
• Assessment Technologies

Background:

• Digital mathematics assessments are increasingly common.
• Students with learning disabilities (LD) often require accommodations, such as extended time.
• Understanding how students use time during assessments is crucial for effective evaluation.

Purpose of the Study:

• To investigate the time-use patterns of students with LD during digital math assessments.
• To explore the impact of extended time accommodations (ETA) on these time-use patterns.
• To identify distinct student profiles based on time allocation strategies.

Main Methods:

• Latent profile analysis was employed to identify distinct time-use patterns.
• Data were collected on student performance and time allocation during digital mathematics assessments.
• Profiles were analyzed for students with and without ETA.

Main Results:

• Four distinct time-use profiles were identified: "Initial Focusers," "Rapid Progressors," "Diligent Time Maximizers," and "Efficient Prioritizers."
• ETA benefited "Diligent Time Maximizers" by allowing them to complete more items.
• "Efficient Prioritizers" demonstrated optimal time management and achieved the highest scores, regardless of ETA.

Conclusions:

• ETA can support specific time-use strategies but does not universally solve assessment challenges for all students with LD.
• Individualized interventions and accommodations tailored to specific time-use profiles are necessary for equitable and effective learning and assessment.
• Recognizing diverse time-use patterns is essential for designing supportive educational environments for students with learning disabilities.