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This paper reports statistical modelling comparing result distributions with the standard paper-based cohort and examines item-level differences in student responses. It also describes the trial’s Mathematica-based notebook system and assessment features supporting high-stakes senior secondary certification.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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traditional pen-and-paper with CAS only as a tool.",{"name":70,"@type":61,"acceptedAnswer":71},"What role did Mathematica notebooks play in the digital Examination 2?",{"text":72,"@type":64},"Mathematica notebooks incorporated text, graphics, and computations, and the system used separate components (production palette, student palette, and uniquely identified student notebook) so students completed a high-stakes examination in a notebook-style interface with additional editing and cell features.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},316198,1790481245,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Computer-Based Examination Cohort with that of the Standard Paper-Based  \nExamination Cohort  \nNathan Zoanetti  \nVictorian Curriculum and Assessment Authority \u003C[zoanetti.nathan.p@edumail.vic.gov.au](zoanetti.nathan.p@edumail.vic.gov.au)>  \nMagdalena Les  \nVictorian Curriculum and Assessment Authority \u003C[les.magdalena.m@edumail.vic.gov.au](les.magdalena.m@edumail.vic.gov.au)>  \nDavid Leigh-Lancaster  \nVictorian Curriculum and Assessment Authority  \n\u003C[leigh-lancaster.david.d@edumail.vic.gov.au](leigh-lancaster.david.d@edumail.vic.gov.au)>  \nFrom 2011 – 2013 the VCAA conducted a trial aligning the use of computers in curriculum, pedagogy and assessment culminating in a group of 62 volunteer students sitting their end of Year 12 technology-active Mathematical Methods (CAS) Examination 2 as a computerbased examination. This paper reports on statistical modelling undertaken to compare the distribution of results for this group with the standard cohort, and any differences in student response between the two groups at the item level.  \nComputer-based assessment has been trialled or introduced in a range of domains, such as the PISA 2006 computer based test for science assessment (OECD, 2010) and the current Certified Practising Accountants (CPA) Australia Practice Management examination (CPA Australia, 2014) . On-line linear and adaptive testing for numeracy and mathematics has been used in Victoria since 1998 and adaptive on-line testing is being researched by the Australian Curriculum Assessment and Reporting Authority (ACARA) for possible implementation in NAPLAN from 2016 (ACARA, 2014) . System wide e-assessment in mathematics is a major area of education discourse in the United States, with a range of states implementing, or planning for implementation, of this in the near future . However, none of these contexts involve high stakes senior secondary certificate mathematics examinations .  \nFrom 2011 – 2013 the Victorian Curriculum and Assessment Authority ((VCAA) conducted a trial based on aligning the use of a computer algebra system software,(Mathematica Version 8 in this case) as enabling technology for pedagogical practice, curriculum delivery and assessment, including examinations . The trial involved volunteer students from five regional and metropolitan schools, the Computer Based Examination (CBE) group, who completed their 2013 Mathematical Methods (CAS) Examination 2 in computer-based mode. The trial cohort of students studied the same curriculum and sat the same Examination 2 under the same general conditions (apart from the mode of delivery and response) as the standard cohort of over 15 000 students, who did the examination in traditional pen and paper mode, with CAS as a computational tool only. There are two endof-year examinations for Mathematical Methods (CAS) . Examination 1 is a one hour short answer and some extended-answer examination designed to assess student’s knowledge of mathematical concepts, their skills in carrying out mathematical algorithms and their ability to apply concepts and skills in standard ways without the use of technology. Examination 2 is a two hour multiple-choice and extended-answer technology active examination  \n2014. In J. Anderson, M. Cavanagh & A. Prescott (Eds. ) . Curriculum in focus: Research guided practice (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia) pp. 685–692. Sydney: MERGA.  \ndesigned to assess student’s ability to understand and communicate mathematical ideas, and to interpret, analyse and solve both routine and non-routine problems.  \nThe VCAA trial was unique in that these students completed a high-stake end of secondary school certificate mathematics examination in computer-based mode. Throughout the trial these students developed familiarity with the use of Mathematica as a tool for working mathematically, in school-based assessment, and in trial tests and practice e","cbCaih1FU8l59AiD","https://ap.wps.com/l/cbCaih1FU8l59AiD","pdf",411915,"English","# Background and trial design\n## Cohort comparison and modelling approach\n## Examination structures and item types\n## Mathematica-based notebook assessment system\n## Response features and workflow","[{\"question\":\"What was the VCAA computer-based examination trial about?\",\"answer\":\"The VCAA trial (2011–2013) aligned computer use in curriculum, pedagogy, and assessment, culminating in volunteer students taking the Year 12 Mathematical Methods (CAS) Examination 2 in computer-based mode.\"},{\"question\":\"How did the trial cohort’s examination differ from the standard cohort?\",\"answer\":\"The trial cohort studied the same curriculum and took the same Examination 2 under the same general conditions, but differed in delivery and response mode: computer-based using CAS as an enabling technology versus traditional pen-and-paper with CAS only as a tool.\"},{\"question\":\"What role did Mathematica notebooks play in the digital Examination 2?\",\"answer\":\"Mathematica notebooks incorporated text, graphics, and computations, and the system used separate components (production palette, student palette, and uniquely identified student notebook) so students completed a high-stakes examination in a notebook-style interface with additional editing and cell features.\"}]","Comparing the Score Distribution of a Trial Computer-Based Examination Cohort with that of the Standard Paper-Based Examination Cohort | PDF",1789911040]