The rationale for computer-based assessment specifically for Deaf and H/H learners

Computer-based assessments have proven to create opportunities for students with learning disabilities to obtain better marks in school subjects (Babbitt & Miller, 1996; Kumar & Wilson, 1997; Ryba, Selby & Nolan, 1995; Singleton, 2004; Woodward & Rieth, 1997). Similarly, Bottge and Rueda (2006) developed a multimedia mathematics, computer-based assessment (CBA) and compared it to a paper and pencil assessment (PPA). Not only did they find that CBAs provided learners with access to more information on mathematics problems without having to recall the information from past lessons, but it also eliminated the cognitive demand students with learning difficulties experience. Kumar and Wilson (1997) support this argument and posit that the use of ICTs to administer PPAs can reduce these cognitive demands. The possibility of CBAs to reduce the cognitive demand of low-performing learners presents a venue for research on how the use of CBAs can assist Deaf and H/H students.

Peltenburg, Van Den Heuvel-Panhuizen, and Doig (2009); the Malaysia Examination Board, Ministry of Education (2004); Woodward & Rieth (1997) and Damon (2015) also provide evidence of the positive impact CBAs have on the performance of Deaf and H/H learners. These arguments will be elaborated on in chapter 3.

Methodologically the current study makes use of WIRIS, a plugin in Moodle. “WIRIS is a powerful calculator with a friendly math editor, and it allows for the creation of random self- evaluation exercises for students after using the learning units in Moodle” (Mora, Merida & Eixarch, 2011:752). Essentially, this means that WIRIS can represent mathematical expressions and through the use of the WIRIS Computer Algebra System (CAS) it can also represent

integers, decimals, rational, irrational and complex numbers (http://www.wiris.com). A CAS is a specific mathematics software that reduces the cognitive load of users. In other words, it

computes algebraic tasks which reduce the cognitive demand of users by manipulating mathematical equations symbolically, in contrast to a regular calculator which handles calculations numerically (Davenport, Siret & Tournier, E., 1988). A discussion about the rationale for using WIRIS follows in chapter 4.

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From the above research findings, the following becomes apparent:

 Paper and pencil mathematics assessments pose language, reading and interpretation problems for Deaf and H/H learners,

 Assessment accommodation and alternate assessment practices only stretch as far as using extended time, amanuenses and sign language,

 The effects of computer-based assessment on the performance of Deaf and H/H learners and,

 A lack of mediated learning experience in the case of Deaf and H/H students. To my knowledge, limited research papers have been published about alternate assessment practices for Deaf and H/H students, especially in a South African context. Furthermore, no study could be found based on online mathematics assessment as an alternate assessment for Deaf and H/H learners in South Africa. I argue that an alternate assessment in the form of online mathematics assessments might not only give Deaf and H/H students a fair chance to answer these type of assessments, but it might increase their performance in school mathematics. Moreover, it might also provide mathematics teachers with insights into the cognitive processes of Deaf and H/H learners while doing mathematics. Essentially, the need exists to provide Deaf and H/H students with a cognitive tool to assist them with the difficulties they experience in answering paper and pencil assessments and with equal opportunities to do well in formal mathematics assessments.

1.2 Aim of the study

Currently, as mentioned earlier, there exists no research on online mathematics assessment as an assessment accommodation or alternate assessment for Deaf and H/H learners in a South African context. Although state legislation advocates the administration of these types of concessions, the “how” and “what” at school level are still problematic. Since Deaf and H/H learners require the same mathematics skills as their hearing peers, providing them with alternate forms of

assessment to showcase what they have learned, is in line with policy statements and should be made available to Deaf and H/H learners.

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Firstly, this research study sheds light on the use of assessment accommodation and alternate assessment around the world and focused on the influences of such assessment types on Deaf and H/H learners’ performance in school mathematics. Secondly, this research study provided detailed insights into the use of online mathematics assessment as an alternate assessment strategy. In the case where these insights were positive, it can contribute to improvements in mathematics scores of Deaf and H/H learners and hence provide them a chance to gain access to further education and training as well as possible career advancements. Therefore, the aim of the current study was to provide Deaf and H/H learners with equal opportunities to engage in formal assessment, one that facilitates the cognitive demand PPA present, through the development of online mathematics assessments for Deaf and H/H learners. These types of mathematics assessments will give teachers an alternative to the traditional way of assessing Deaf and H/H students. Hence, it was necessary to understand how Deaf and H/H learners respond to these types of alternate assessments.

A further aim of this study was to inform the administration and development of alternate standardized assessments. Currently, standardized assessment referred to as the Annual National Assessments (ANA) for Grades 3, 6 and 9, are written by all learners including Deaf and H/H learners.