[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-199749-en":3,"doc-seo-199749-105":31,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},199749,1374391974585,"Genevieve","https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c",8,"Research & Report","Framework for Considering Device and Interface Features That May Affect Student Performance on the National Assessment of Educational Progress","A framework document examines how student performance in the National Assessment of Educational Progress may be influenced by device and interface features. It reviews NAEP validity studies and relevant literature, drawing on mode/device research and cognitive laboratory findings. The report synthesizes interdisciplinary foundations using cognitive load theory, human-computer interaction, resource activation, and construct validity. It then organizes framework considerations for writing and nonwriting subjects, including usability, familiarity, and multidimensional application to NAEP, followed by research directions.","A Framework for Considering Device and Interface Features That May Affect Student Performance on the National Assessment of Educational Progress   \nDenny Way College Board  \nEllen Strain-Seymour Pearson  \nMarch 2021  \nCommissioned by the NAEP Validity Studies (NVS) Panel  \nThe NAEP Validity Studies (NVS) Panel was formed in 1995 to provide a technical review of NAEP plans and products and to identify technical concerns and promising techniques worthy of further study and research. The members of the panel have been charged with writing focused studies and issue papers on the most salient of the identified issues.  \nPanel Members:  \nKeena Arbuthnot Louisiana State University Peter Behuniak  \nCriterion Consulting, LLC Jack Buckley  \nAmerican Institutes for Research James R. Chromy  \nResearch Triangle Institute (retired) Phil Daro  \nStrategic Education Research Partnership (SERP) Institute  \nRichard P. Durán  \nUniversity of California, Santa Barbara  \nDavid Grissmer University of Virginia Larry Hedges  \nNorthwestern University  \nGerunda Hughes Howard University  \nIna V.S. Mullis Boston College Scott Norton  \nCouncil of ChiefState School Officers James Pellegrino  \nUniversity ofIllinois at Chicago Gary Phillips  \nAmerican Institutes for Research Lorrie Shepard  \nUniversity of Colorado Boulder David Thissen  \nUniversity of North Carolina, Chapel Hill Gerald Tindal  \nUniversity of Oregon Sheila Valencia University of Washington  \nDenny Way College Board  \nProject Director:  \nSami Kitmitto  \nAmerican Institutes for Research  \nProject Officer:  \nGrady Wilburn  \nNational Centerfor Education Statistics  \nFor Information:  \nNAEP Validity Studies (NVS) Panel American Institutes for Research 2800 Campus Drive, Suite 200 San Mateo, CA 94403  \nEmail: [skitmitto@air.org](skitmitto@air.org)  \nINTRODUCTION.....................................................................................................................................................................1  \nCOMPARABILITY LITERATURE ..........................................................................................................................................4  \nMode/Device Studies ......................................................................................................................................... 4  \nCognitive Laboratories ....................................................................................................................................... 5  \nThe Need for a Framework ................................................................................................................................ 7  \nINTERDISCIPLINARY FOUNDATIONS.................................................................................................................................9  \nCognitive Load Theory and Human-Computer Interaction................................................................................... 9  \nThe Applicability of CLT to Assessment............................................................................................................ 11  \nResource Activation and Construct Validity ...................................................................................................... 12  \nFRAMEWORK CONSIDERATIONS: WRITING ..................................................................................................................14  \nA Cognitive Model of Writing ............................................................................................................................ 14  \nText Production, Typing Skills, and Cognitive Load .......................................................................................... 14  \nText Production and Device Form Factors........................................................................................................ 15  \nThe Coordinated Activities of Writing and Reading ........................................................................................... 17  \nRe","cbCaii1F5853eKyk","https://ap.wps.com/l/cbCaii1F5853eKyk","pdf",820041,4,1,60,"English","en",105,"# Introduction\n# Comparability Literature\n## Mode/Device Studies\n## Cognitive Laboratories\n## The Need for a Framework\n# Interdisciplinary Foundations\n## Cognitive Load Theory and Human-Computer Interaction\n## The Applicability of CLT to Assessment\n## Resource Activation and Construct Validity\n# Framework Considerations: Writing\n## A Cognitive Model of Writing\n## Text Production, Typing Skills, and Cognitive Load\n## Text Production and Device Form Factors\n## The Coordinated Activities of Writing and Reading\n## Reading and Device Form Factors\n## Revision: The Impact of Devices, Interfaces, and Computer Skills\n## Motivation and Device Performance\n# Framework Considerations: Nonwriting Subjects\n## Visual Stimuli\n## Calculators\n## Math Markings: Annotation\n## Math Markings: Equations and Symbols\n## Tools, Animation, and Interactivity\n# The Proposed Framework for Considering Device and Interface Features\n## Usability and Familiarity\n## Framework Multidimensionality\n## Applying the Framework to NAEP\n# Research Directions for NAEP: Device/Interface","[{\"question\":\"What is the purpose of the NAEP Validity Studies (NVS) Panel in this report?\",\"answer\":\"The panel provides technical review of NAEP plans and products, identifies technical concerns and promising techniques, and commissions focused studies and issue papers on the most salient issues.\"},{\"question\":\"Which theoretical foundations does the framework rely on?\",\"answer\":\"The report integrates cognitive load theory and human-computer interaction, plus connections to assessment through applicability of CLT, resource activation, and construct validity.\"},{\"question\":\"How does the report structure framework considerations across subjects?\",\"answer\":\"It separates considerations for writing and nonwriting subjects, covering device/interface effects on writing processes and on elements such as visual stimuli, calculators, and math notations and tools.\"}]","Framework for Considering Device and Interface Features That May Affect Student Performance on the National Assessment of Educational Progress | 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