Mathematics Test Performance: The Effects of Item Type and Calculator Use

Abstract Previous research has provided conflicting findings about whether allowing the use of calculators changes the difficulty of mathematics tests or the time needed to complete the tests. Because the interpretation of results from standardized tests via norm tables depends on standardized conditions, the impact of allowing or not allowing examinees to use calculators while taking such tests would need to be specified as part of the standardizing condition. This article examines four item types that may perform differently under different conditions of calculator use. This article also examines the effect of testing under calculator and noncalculator conditions on testing time, reliability, item difficulty, and item discrimination.