Computer-based assessment offers unique possibilities for collecting data about student’s cognitive development and using this data to improve learning. Its innovative approach to assessment (Thurlow, et al., 2010) encourages educational systems worldwide to involve it. This study introduces and tests the applicability of computer-based testing in the Palestinian schools by measuring fourth (N=123) and fifth (N=125) graders (age ± 9-10) inductive reasoning skills. The online test consists of 60 items measuring figural series (18 items), figural analogy (18 items), numerical series (16 items) and numerical analogy (8 items). Automatic scoring was used and at the end of the test instant feedback was provided for the students. The online data collection was carried out via the eDia platform (Molnár & Csapó, 2019) using the schools’ infrastructure. The time spent to complete the test was approximately 60 minutes. The reliability (Cronbach-alpha) of the inductive reasoning test was .807. The test proved to be difficult for the students M=25.29% SD=10.94%. There were no significant gender differences (M_girls=26.75, M_boys=24.13; t=-1,92, p>.05). Students with higher school achievement proved to be more developed in inductive reasoning skill (M_school_advanced=40.08, M_school_average=25.48; M_school_low=14.50, F=528.16, p<.001; r=.89, p<.001), which indicates that its assessment and development must be included in the Palestine school curriculum. This study provided evidence that (1) computer-based testing can be introduced in the Palestinian school system even at early ages; (2) the development of inductive reasoning is an integral part of the Palestinian school curriculum, thus the stimulation of it is pursued explicitly in Palestinian schools.
Equivalent series theorem and obtaining some new summable numerical series using fast expansion polynomials
