Students appreciated specific features of paper-and-pencil tasks, namely the ability to navigate between items and to take notes¶
Claim · All claims
Evidence · 1 study · qualitativer1·q1
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Despite positive views of technology enhancements, interview data showed students valued paper-and-pencil features: navigating between items and taking notes. → Meg Guerreiro 2017
Evidence¶
Meg Guerreiro 2017¶
Meg Guerreiro. (2017). The impact of a technology-enhanced math performance task on student cognitive engagement in mathematics. NWEA Research white paper. https://www.nwea.org/research/publication/the-impact-of-a-technology-enhanced-math-performance-task-on-student-cognitive-engagement-in-mathematics/
q1 · i? · qualitative · r1
Qualitative interview component of the mixed methods study. The article reports that "there were features of paper-and-pencil tasks that students appreciated such as the ability to navigate between the items and the ability to take notes." No effect size is printed.
"Yet, despite the positive links to technology-enhancements, there were features of paper-and-pencil tasks that students appreciated such as the ability to navigate between the items and the ability to take notes."
Discussion¶
Related Claims¶
- Performance task platform modality (technology-enhanced, technology-enabled, or paper-and-pencil) showed no detected relationship with grade 6-8 students' self-reported cognitive engagement in mathematics — related
- Students preferred taking tests with technology and showed favorability toward the technology-enhanced performance task, citing interactivity and animations that help visualize and work through problems — reports the opposite
- Teachers reported increased student engagement when using Forms instead of paper-based assessments and surveys — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
students-appreciate-paper-task-navigation-and-notes |
title |
Students appreciated specific features of paper-and-pencil tasks, namely the ability to navigate between items and to take notes |
description |
Students appreciated specific features of paper-and-pencil tasks, namely the ability to navigate between items and to take notes |
status |
review |
evidence_strength |
weak |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — meg-guerreiro-2017 |
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