부산대학교 도서관

The Partnership for Assessment of Readiness for College and Careers (PARCC) commissioned a multi-part study to determine the viability of using the drawing response interaction on the PARCC Mathematics Assessment. This study in particular focused on students with disabilities. PARCC has over 40 interaction types on the summative assessments. Why introduce a drawing response interaction? There are several drivers to the addition of this functionality. The first is comparability. While scores across modes are comparable overall, they could be stronger at the lower grades. Students who respond to constructed response on paper can provide drawings. Feedback from students in lower grades from the mode comparability study indicated the desire for a drawing tool. Data from the scoring of paper responses indicates up to 10% of the responses include a drawing at grade 3. The Common Core State Standards (CCSS) and National Council of Teachers of Mathematics (NCTM) both indicate that students should have multiple solution paths and tools available to them. A usability study was conducted by the Pearson's Research and Innovation Network (RIN) and Assessment Solutions and Design departments to assess the usability of a drawing response interaction type with general education and special education students with disabilities. Thirteen participants in grades 4 through 6 (during the 2015-2016 school year) participated in this study; seven students had a disability (low vision or fine motor impairment). Participants completed a series of math questions on a Chromebook or iPad that included the drawing response interaction, while observation and video recording took place. The goal of this study was to test the usability of the drawing response interaction feature and determine if and how it assists participants in problem solving. Specifically, this study sought to compare observations from students without disabilities to students with fine motor impairments or low vision.