Liu, C., Zhang, D., Pandolpho, M., & Yi, J. (2023). Effects of principled digitalized interactive components on geometry computer-based assessment in high schoolers with learning difficulties in mathematics: A preliminary investigation . Assessment for Effective Intervention , 49 (1), 29–40. https://doi.org/10.1177/15345084231203235

Four researcher-developed digitized interactive accommodations of annotations to take notes, signaling for visuals when clicking, pop-up glossary, and rotation of shapes on geometry assessment items were included.

Sixteen high school students with learning difficulties in mathematics, including those with identified learning disabilities and other health impairment, from an urban northeastern school district participated in a state mathematics assessment.

Researchers video recorded students describing their problem-solving approaches applied to five randomized geometry items with different accommodations.

The most frequently used accommodations in descending order were pop-up glossary, signaling, rotation, and annotation, increased engagement in solving geometry test items, and improved the accuracy of most items. The characteristics of the math problems may influence students' preferences for specific accommodations.