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Students' perspectives on the impact...

Wilson, Chastity L.

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Students' perspectives on the impact universally designed assessments have on mathematics achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Students' perspectives on the impact universally designed assessments have on mathematics achievement./
Author:	Wilson, Chastity L.
Description:	260 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
Contained By:	Dissertation Abstracts International77-03A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3729375
ISBN:	9781339151861

Students' perspectives on the impact universally designed assessments have on mathematics achievement.
Wilson, Chastity L.

Students' perspectives on the impact universally designed assessments have on mathematics achievement. - 260 p.

Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.

Thesis (Ph.D.)--Southern University and Agricultural and Mechanical College, 2015.

This dissertation study examined the perspectives of eight grade students with mild disabilities to determine the impact a universally designed computer-based assessment had on their ability to demonstrate mastery of a mathematical concept. The research participants (seven eighth grade students classified as having a mild intellectual disability or learning disability) were administered two forms of a mathematics assessment, a universally designed computer-based test and a paper-based test. Qualitative methodology was utilized to investigate the experiences these participants incurred while taking the two types of test. Data were gathered through document analyses, observations, in-depth interviews, and a focus group interview. Methods triangulation was employed to analyze the viewpoints of the participants gathered through these procedures. Research outcomes revealed that most of the participants (N = 5) demonstrated higher achievement on the paper-based mathematics assessment. Though several students (N = 4) perceived the universally designed computer-based mathematics test to be more accessible than the paper-based mathematics test, five of the seven participants made fewer errors on the paper-based assessment. These findings indicated that students' perceptions of an evaluation instrument do not necessarily impact the assessment outcomes.

ISBN: 9781339151861Subjects--Topical Terms:

516693
Special education.

Students' perspectives on the impact universally designed assessments have on mathematics achievement.
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245 1 0 $a Students' perspectives on the impact universally designed assessments have on mathematics achievement.
300 $a 260 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
500 $a Adviser: James A. Taylor.
502 $a Thesis (Ph.D.)--Southern University and Agricultural and Mechanical College, 2015.
520 $a This dissertation study examined the perspectives of eight grade students with mild disabilities to determine the impact a universally designed computer-based assessment had on their ability to demonstrate mastery of a mathematical concept. The research participants (seven eighth grade students classified as having a mild intellectual disability or learning disability) were administered two forms of a mathematics assessment, a universally designed computer-based test and a paper-based test. Qualitative methodology was utilized to investigate the experiences these participants incurred while taking the two types of test. Data were gathered through document analyses, observations, in-depth interviews, and a focus group interview. Methods triangulation was employed to analyze the viewpoints of the participants gathered through these procedures. Research outcomes revealed that most of the participants (N = 5) demonstrated higher achievement on the paper-based mathematics assessment. Though several students (N = 4) perceived the universally designed computer-based mathematics test to be more accessible than the paper-based mathematics test, five of the seven participants made fewer errors on the paper-based assessment. These findings indicated that students' perceptions of an evaluation instrument do not necessarily impact the assessment outcomes.
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