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Effects of Calculator Use on Scores on a Test of Mathematical Reasoning
Author(s) -
Bridgeman Brent,
Harvey Anne,
Braswell James
Publication year - 1995
Publication title -
journal of educational measurement
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.917
H-Index - 47
eISSN - 1745-3984
pISSN - 0022-0655
DOI - 10.1111/j.1745-3984.1995.tb00470.x
Subject(s) - calculator , test (biology) , mathematics education , sample (material) , achievement test , ethnic group , psychology , raw score , item analysis , mathematics , standardized test , statistics , psychometrics , computer science , paleontology , chemistry , raw data , chromatography , sociology , anthropology , biology , operating system
A sample of college‐bound juniors from 275 high schools took a test consisting of 70 math questions from the SAT. A random half of the sample was allowed to use calculators on the test. Both genders and three ethnic groups (White, African American, and Asian American) benefitted about equally from being allowed to use calculators; Latinos benefitted slightly more than the other groups. Students who routinely used calculators on classroom mathematics tests were relatively advantaged on the calculator test. Test speededness was about the same whether or not students used calculators. Calculator effects on individual items ranged from positive through neutral to negative and could either increase or decrease the validity of an item as a measure of mathematical reasoning skills. Calculator effects could be either present or absent in both difficult and easy items