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Test Fairness Tests are fair when they yield score interpretations that are valid an reliable
for all groups of students who take the tests. That is, the tests must measure the same academic constructs knowledge and skills for all group of
student who take them, regardless of race national origin, gender, or disability. Similarly, it is important that the scores not substantially and
systematically underestimate or overestimate. Demonstrating fairness in the validation of test score inferences focuses
primarily on making sure that the scores reflect the same intended knowledge and skills for all students taking the test. A test score should
accurately reflect how well impacted by construct irrelevant influences. For all groups of test takers, evidence should support that valid inferences
can be drawn from the scores. All aspects of validity, reliability, and fairness discussed above are
applicable to the measurement of knowledge and skills of all students, Whenever test are intended to evaluate the knowledge of skills of different
groups of students, ensuring that test scope inferences accurately reflect the intended constructs for all students is a complex task. It involves several
aspects of test construction, pilot testing, implementation, analysis, and reporting. Making similar inferences about scores from academic
achievement tests for all test takers, and making appropriate decisions when using these scores, requires accurately measuring the same academic
constructs knowledge and skills in specific subject areas across groups and contexts.
6.6. Hypothesis Testing and Making Decision
After ensuring, that tests given to students were not biased as discussed above, we can make accurate decisions based on the test scores. A formal
statistical analysis of the data indicates that there is a significant increase t = 3.05 , p = 0.00159 in the student achievement in all classes where
computers were used in teaching and learning compared to other classes where computers were not used. For female students statistical analysis of
the data indicates that there is a significant increase t =1.14 , p = 0.131 in female student achievement in the classes , which had female students,
and computers were used in teaching and learning compared to other classes female where computers were not used. For male students as well, the
statistical analysis of the data indicates that there is a significant increase t = 4.38 , p 0.0001 in male students achievement in the classes which had
male students and computers were used in teaching and learning compared
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to other classes male where computers were not used. Although the level of students achievement is not the same, in case of school and gender, but
the statistical analysis indicates an increases in all three schools and both females and males.
This suggests that, the use of computers ICT in teaching and learning can contribute to enhance the instruction delivery in classroom as well as the
level of students to understand the mathematical concepts
.
There is a very good future expectation for use of computer in teaching and learning mathematics science because, both teachers and students who
participated in the study were highly impressed by it and showed interest in using it in the future. They suggested that the mathematical and scientific
concepts can be easily understood by all students if it will be carefully prepared and organized. Therefore there is a need to have more in-service
program for training the teachers to use computers in teaching mathematics and other science subjects.
The in-service programmes should be deigned in such a way that it focuses on the needs, beliefs and interest of its participants. The designer of these
programmes must understand that teachers has different needs interests and beliefs depending on their qualifications experience and environment
therefore it is better to prepare programmes that will satisfy all groups categories of there teacher.
CHAPTER 7
7
EFFECTS OF USING COMPUTES IN CLASSROOM
7.1. What did the teacher learn ? 7.2. What did the student learn?
