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The Impact of Audio-Assisted Computer Assessments on Student Pertomance with Emphasis on Reading Ability Levels and Socioeconomic Status
Dissertation   Open access

The Impact of Audio-Assisted Computer Assessments on Student Pertomance with Emphasis on Reading Ability Levels and Socioeconomic Status

Roland Leon, Jr. Weldon
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2011

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Abstract

Students who have low reading abilities, in this case measured by Lexile scores, may be at a disadvantage when taking traditional and standardized computer-based assessments (Perez, Homan, Hines, & Kromrey, 1987). When students do not fall in the range of 950-1100, which is the expectant range for 8th graders, then students who take computerized tests may be graded on their ability to read and comprehend a question rather than their ability to demonstrate comprehension, retention, or the development of higher-order thinking skills (Perez, et al., 1987). Because of this identified deficiency, these students may experience a potential disadvantage compared to their counterparts who have achieved their reading level goals (Perez, et al., 1987). The need for emerging technologies to aid in reading test (or assessment) materials is essential to reduce reading deficiencies that these identified students possess (Wise, Ring, & Olson, 2000). The read-aloud audio component developed via the Camtasia software program facilitated this need for the study while SynchronEyes served as the medium used to deliver the test to the students. At the time of this study, there was a lack of educational software programs that could develop and read tests to the students; because of this deficiency, this study used two separate programs to test the students. The tests were delivered in a computer-based format with accompanying audio that addressed reading deficiencies previously noted. The researcher also considered the relationship between students' socioeconomic status (SES), and Lexile score results from the study revealed a performance gap among students when comparing low SES versus non-low SES students. However, the difference in mean rank scores decreased between the two groups as the course progressed and eventually was a non-factor near the end of the course. Outcomes from the study further suggest that it is possible that the digital divide is addressed when students partake in a formal computer class allowing for all individuals to have exposure to emerging technologies in an educational setting.
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