Computerized Testing and the Socioeconomic Gap: How does a lack of ICT exposure affect a student’s performance on a computerized assessment?

Author #1

Abstract

The achievement gap that exists between social classes has been heavily documented in the world of American education. Recent studies continue to show that low-income students frequently struggle with grades, graduation, and test scores more than their higher socioeconomic status (SES) peers. The specific reasons for this gap are frequently theorized, researched, and discussed. Many argue that certain aspects of the education system place disadvantaged students in a difficult position for success. The reliance on standardized test scores for accountability purposes and student-level academic decisions has been a frequent target of critical discussion in this area. The newest generation of large-scale assessments (PARCC, Smarter Balanced, MAP, etc.) make use of a computer-based platform to gather data on student learning. A problem that could arise here is the students’ familiarity with the technology that is being used. Many have engaged in the discussion of a “digital divide” that separates more affluent students from those in more disadvantaged situations. Information and communication technologies (ICTs) such as computers, tablets, smartphones, and the Internet are ingrained in modern culture, yet there still remains a sizable gap in access between financial subgroups. Many theorize that students who are not as heavily exposed to various ICTs on a regular basis (both at home and at school) might be at a disadvantage on these computerized tests. This paper will review the literature on this topic.

 
Nov 1st, 10:15 AM Nov 1st, 11:45 AM

Computerized Testing and the Socioeconomic Gap: How does a lack of ICT exposure affect a student’s performance on a computerized assessment?

Session 1-2 Prairie Room Center

The achievement gap that exists between social classes has been heavily documented in the world of American education. Recent studies continue to show that low-income students frequently struggle with grades, graduation, and test scores more than their higher socioeconomic status (SES) peers. The specific reasons for this gap are frequently theorized, researched, and discussed. Many argue that certain aspects of the education system place disadvantaged students in a difficult position for success. The reliance on standardized test scores for accountability purposes and student-level academic decisions has been a frequent target of critical discussion in this area. The newest generation of large-scale assessments (PARCC, Smarter Balanced, MAP, etc.) make use of a computer-based platform to gather data on student learning. A problem that could arise here is the students’ familiarity with the technology that is being used. Many have engaged in the discussion of a “digital divide” that separates more affluent students from those in more disadvantaged situations. Information and communication technologies (ICTs) such as computers, tablets, smartphones, and the Internet are ingrained in modern culture, yet there still remains a sizable gap in access between financial subgroups. Many theorize that students who are not as heavily exposed to various ICTs on a regular basis (both at home and at school) might be at a disadvantage on these computerized tests. This paper will review the literature on this topic.