Academic Assessments and iPads: Performance of Students from a Low Performing Urban Elementary School

Abstract

AbstractTechnology in education is used to support and supplement core instruction, to help students stay engaged, and assist teachers with academic assessments. While there is support in the use of technology in instruction and intervention, researchers still urge caution when using it in assessment. Current evidence suggests that students perform differently when assessed using traditional methods compared to technology-based methods. Further, these differences may be exacerbated for students from low-income economically marginalized at-risk communities. There is a need to thoroughly explore student performance when responding to assessment materials through different modalities. The current investigation used a within subjects group design to replicate Reynolds et al. (2023) using an urban low performing population. Results demonstrate that, on average, students answered more digits correct per minute on probes administered via paper-pencil, however preferred to answer problems on the iPad using a keyboard. These results differ from the original study that used a higher performing suburban population. Future research, limitations, and implications for educators are discussed.