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Proceedings of the 56th ACM Technical Symposium on computer Science Education V. 2

作者： Jim Sosnowski Armando Fox Dan Garcia Firas Moosvi Mariana Silva Matthew West Craig Zilles University of Illinois Urbana-Champaign Champaign IL USA University of California Berkeley Berkeley USA University of California Berkeley Berkeley CA Canada University of British Columbia Vancouver Canada University of Illinois Urbana-Champaign Urbana IL USA

ISBN: (纸本)9798400705328

Delivery of affordable, secure, and scalable assessments is an essential component of large university courses, whether online or in-person. The transition to computer-based testing (CBT) has a transformational effect on pedagogy. Modern CBT systems provide almost unlimited flexibility in the types of questions they can support for manual grading and autograding. In this BoF, faculty interested in learning about various components of CBT and how to implement it at their institution are invited to ask their questions and learn from others who have already done this. To facilitate these discussions, in this BOF we will break into four smaller groups to discuss CBT pedagogy, building and sharing question banks, technical or logistical considerations, and building buy-in from all levels of the institution.

关键词： computer-based testing

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computer-based testing - the ideal tool to assess on the different levels of Bloom's taxonomy

Computer-based testing - the ideal tool to assess on the dif...

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14th International Conference on Interactive Collaborative Learning (ICL)/11th International Conference on Virtual-University (VU)

作者： de Bruyn, E. Mostert, E. van Schoor, A. Univ Pretoria Dept Educ Innovat ZA-0002 Pretoria South Africa Univ Pretoria Fac Hlth Sci Dept Anat ZA-0002 Pretoria South Africa

ISBN: (纸本)9781457717475

computer-based assessment became one of the most common forms of technology enhanced assessment since the 1990s. Bloom's Taxonomy is widely used as a classification scheme to determine different levels of cognitive competencies. Using CBT for assessment has often been described as a tool to test on the lower levels of Bloom's taxonomy and that it promotes rote learning because it is very difficult to write items that will test on the higher cognitive levels. A study was done in the Faculty of Health Sciences at the University of Pretoria to obtain the perception of students and lecturers regarding the level and use of computer-based objective assessment. From the study it is clear that it is a suitable assessment method to test on a variety of cognitive levels.

关键词： Bloom's taxonomy objective assessment MCQs computer-based testing computer-based assessment computer-assisted assessment e-assessment

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computer-based testing to Shorten the Social Communication Questionnaire (SCQ): a Proof- of-Principle Study of the Lifetime and Current Forms

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JOURNAL OF PSYCHOPATHOLOGY AND BEHAVIORAL ASSESSMENT 2021年第2期43卷 427-440页

作者： Finkelman, Matthew D. Wei, Tianlan Lowe, Sarah R. Tufts Univ Dept Publ Hlth & Community Serv Sch Dent Med 1 Kneeland StRoom 745 Boston MA 02111 USA Mississippi State Univ Dept Counseling Educ Psychol & Fdn Mississippi State MS 39762 USA Yale Sch Publ Hlth Dept Social & Behav Sci New Haven CT USA

The Social Communication Questionnaire (SCQ) is a 40-item instrument designed to screen children at risk for Autism Spectrum Disorder (ASD). Both Lifetime and Current forms of the scale are available. Although these forms are manageable for many respondents, their use may result in substantial respondent and administrative burden, particularly among individuals who have difficulty reading, have physical illness, and/or are asked to take multiple questionnaires. The objective of this research was to examine the potential of two stopping rules for computer-based testing (namely, curtailment and stochastic curtailment) to shorten the SCQ without compromising its screening properties. A retrospective analysis was conducted using data from the National Database for Autism Research (NDAR);responses regarding 1236 at-risk individuals from the SCQ Lifetime and 709 at-risk individuals from the SCQ Current were analyzed. In post-hoc simulation, curtailment reduced mean test lengths by 29% to 44% compared to the full-length Lifetime form, and by 25% to 39% compared to the full-length Current form, while providing the same screening result as the corresponding full-length form in 100% of cases. Stochastic curtailment made further reductions in test length, but was not always concordant with the full-length form's screening result. These findings suggest that curtailment has potential to improve the efficiency of the SCQ in computer-based administrations and should be tested prospectively.

关键词： Autism Spectrum disorder Social communication questionnaire computer-based testing Stochastic curtailment Respondent burden Administrative burden

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Shortening the Current Opioid Misuse Measure via computer-based testing: a retrospective proof-of-concept study

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BMC MEDICAL RESEARCH METHODOLOGY 2013年第1期13卷 1-10页

作者： Finkelman, Matthew D. Kulich, Ronald J. Zoukhri, Driss Smits, Niels Butler, Stephen F. Tufts Univ Sch Dent Med Dept Publ Hlth & Community Serv Boston MA 02111 USA Tufts Univ Sch Dent Med Craniofacial Pain Ctr Boston MA 02111 USA Tufts Univ Sch Dent Med Dept Diag & Hlth Promot Boston MA 02111 USA Vrije Univ Amsterdam Dept Clin Pathol Amsterdam Netherlands Inflexxion Inc Newton MA 02464 USA

Background: The Current Opioid Misuse Measure (COMM) is a self-report questionnaire designed to help identify aberrant drug-related behavior in respondents who have been prescribed opioids for chronic pain. The full-length form of the COMM consists of 17 items. Some individuals, especially compromised individuals, may be deterred from taking the full questionnaire due to its length. This study examined the use of curtailment and stochastic curtailment, two computer-based testing approaches that sequentially determine the test length for each individual, to reduce the respondent burden of the COMM without compromising sensitivity and specificity. Methods: Existing data from n = 415 participants, all of whom had taken the full-length COMM and had been classified via the Aberrant Drug Behavior Index (ADBI), were divided into training (n = 214) and test (n = 201) sets. Post-hoc analysis of the test set was performed to evaluate the screening results and test lengths that would have been obtained, if curtailment or stochastic curtailment had been used. Sensitivity, specificity, and average test length were calculated for each method and compared with the corresponding values of the full-length test. Results: The full-length COMM had a sensitivity of 0.703 and a specificity of 0.701 for predicting the ADBI. Curtailment reduced the average test length by 22% while maintaining the same sensitivity and specificity as the full-length COMM. Stochastic curtailment reduced the average test length by as much as 59% while always obtaining a sensitivity of at least 0.688 and a specificity of at least 0.701 for predicting the ADBI. Conclusions: Curtailment and stochastic curtailment have the potential to achieve substantial reductions in respondent burden without compromising sensitivity and specificity. The two sequential methods should be considered for future computer-based administrations of the COMM.

关键词： Substance abuse Chronic pain Opioids Questionnaire Respondent burden computer-based testing

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Jointly exploring mathematics ability and speed in large-scale computer-based testing

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STATISTICAL METHODS AND APPLICATIONS 2024年第5期33卷 1429-1450页

作者： Bungaro, Luca Desimoni, Marta Matteucci, Mariagiulia Mignani, Stefania Univ Bologna Dept Stat Sci Via Belle Arti 41 I-40126 Bologna Italy Natl Inst Evaluat Educ & Training Educ Syst INVAL Rome Italy

In large-scale tests, the implementation of computer-based testing (CBT) allows to automatically collect data not only on the students' response accuracy (RA) based on item responses of the test, but also on their response time (RT). RTs can provide a more comprehensive view of a test-taker's performance beyond just what is obtainable based on correct responses alone. In this paper a joint approach is considered to improve the estimation of ability scores involving complex data coming from computer-based test administration. The study focuses on analysing the data of Italian grade 10 mathematics national assessment administered by the National Institute for the Evaluation of the Education and Training System (INVALSI). In addition, a bivariate multilevel regression with speed and ability estimates, obtained by joint model, is developed including individual covariates to evaluate the contribution of individual and contextual variables in predicting test-taking speed and ability. Overall, the main results indicate that mathematics ability and speed are significantly and negatively correlated, and that the hierarchical data structure (students nested into classes) should be taken into account when explaining the dependency of ability and speed on explanatory variables, such as prior achievement, test anxiety, sociodemographic covariates, class compositional variables, school tracks and geographical area.

关键词： computer-based testing Response times Multilevel models Standardized mathematics tests

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Effects of computer-based testing on test performance and testing motivation

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computerS IN HUMAN BEHAVIOR 2012年第5期28卷 1580-1586页

作者： Chua, Yan Piaw Univ Malaya Inst Educ Leadership Kuala Lumpur 50480 Malaysia

computer-based testing (CBT) is a green computing strategies used to reduce paper consumption. However, some scholars have questioned the effectiveness of CBT and suggested for conducting systematic studies on CBT to carefully check its reliability and validity before opting for it. Recently, some studies have evaluated the effectiveness of CBT by comparing it with paper-pencil testing (PPT), and the findings were inconsistent. Besides this, most of these studies have been conducted using quasi or basic experimental designs without identifying testing effects on test takers. The limitation of these design is testing effects might occur when a participant in the control or treatment group is tested at least twice on a same test, and it influences the outcomes of taking a posttest, therefore, the findings might be misinterpreted. This study employed a Solomon four-group experimental design (2 x 3 factorial design) on a group of student teachers (n = 140) to compare CBT and PPT on test performance (test scores), testing time and testing motivation. Results indicated that the CBT mode is more reliable in terms of internal and external validity. The CBT significantly reduced testing time and developed stronger self-efficacy, intrinsic and social testing motivation in the participants. (C) 2012 Elsevier Ltd. All rights reserved.

关键词： computer-based testing testing effects Test performance testing time testing motivation

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Exhibiting achievement behavior during computer-based testing: What temporal trace data and personality traits tell us?

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computerS IN HUMAN BEHAVIOR 2017年 75卷 423-438页

作者： Papamitsiou, Zacharoula Economides, Anastasios A. Univ Macedonia IPPS Informat Syst Egnatia St 156 Thessaloniki 54636 Greece

Personalizing computer-based testing services to examinees can be improved by considering their behavioral models. This study aims to contribute towards deeper understanding the examinee's time spent and achievement behavior during testing according to the five personality traits by exploiting assessment analytics. Further, it aims to investigate assessment analytics appropriateness for classifying students and generating enhanced student models to guide personalization of testing services. In this study, the LAERS assessment environment and the Big Five Inventory were used to track the response times of 112 undergraduate students and to extract their personality traits respectively. Partial Least Squares was used to detect fundamental relationships between the collected data, and Supervised Learning Algorithms were used to classify students. Results indicate a positive effect of extraversion and agreeableness on goal-expectancy, a positive effect of conscientiousness on both goal-expectancy and level of certainty, and a negative effect of neuroticism and openness on level of certainty. Further, extraversion, agreeableness and conscientiousness have statistically significant indirect impact on students' response-times and level of achievement. Moreover, the ensemble RandomForest method provides accurate classification results, indicating that a time-spent driven description of students' behavior could have added value towards dynamically reshaping the respective models. Further implications of these findings are also discussed. (C) 2017 Elsevier Ltd. All rights reserved.

关键词： Assessment analytics BFI computer-based testing Personality traits Student behavior modelling Supervised classification

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Perceptions and performance using computer-based testing: One institution's experience

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CURRENTS IN PHARMACY TEACHING AND LEARNING 2018年第2期10卷 235-242页

作者： Bloom, Timothy J. Rich, Wesley D. Olson, Stephanie M. Adams, Michael L. Shenandoah Univ Sch Pharm Winchester VA USA Campbell Univ Coll Pharm & Hlth Sci Buies Creek NC 27506 USA

Background and purpose: The purpose of this study was to evaluate student and faculty perceptions of the transition to a required computer-based testing format and to identify any impact of this transition on student exam performance. Educational activity and setting: Separate questionnaires sent to students and faculty asked about perceptions of and problems with computer-based testing. Exam results from program-required courses for two years prior to and two years following the adoption of computer-based testing were compared to determine if this testing format impacted student performance. Findings: Responses to Likert-type questions about perceived ease of use showed no difference between students with one and three semesters experience with computer-based testing. Of 223 student-reported problems, 23% related to faculty training with the testing software. Students most commonly reported improved feedback (46% of responses) and ease of exam-taking (17% of responses) as benefits to computer-based testing. Faculty-reported difficulties were most commonly related to problems with student computers during an exam (38% of responses) while the most commonly identified benefit was collecting assessment data (32% of responses). Neither faculty nor students perceived an impact on exam performance due to computer-based testing. An analysis of exam grades confirmed there was no consistent performance difference between the paper and computer-based formats. Discussion and summary: Both faculty and students rapidly adapted to using computer-based testing. There was no evidence that switching to computer-based testing had any impact on student exam performance.

关键词： Assessment computer-based testing Educational technology Faculty development

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Students' perceptions of computer-based testing using ExamSoft

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CURRENTS IN PHARMACY TEACHING AND LEARNING 2021年第8期13卷 935-944页

作者： Karibyan, Anna Sabnis, Gauri West Coast Univ Sch Pharm 590 N Vermont Ave Los Angeles CA 90004 USA West Coast Univ Dept Pharmaceut Sci Sch Pharm 590 N Vermont Ave Los Angeles CA 90004 USA

Introduction: In fall 2017, West Coast University School of Pharmacy implemented ExamSoft for testing. Three courses in each didactic year employed ExamSoft. Prior to this, courses had Scantron-based exams. We surveyed the students to assess their perception of ExamSoft. We hypothesized that students' inherent bias towards technology affected their perception of ExamSoft. Methods: To assess this hypothesis, we conducted a survey of all students. The survey contained questions about comfort with technology and nine questions on students' perceptions of ExamSoft and its usefulness. Results: The survey responses were stratified according to the preference of respondents towards technology and its use in exams. Respondents were stratified into three groups: tech-embracers, tech-skeptics, and neutral. Our results showed that respondents classified as tech-skeptics tended to have a more negative view of ExamSoft and its perceived impact on their grades than students stratified as tech-embracers or neutral. Conclusions: Our study suggests that students' inherent bias towards technology plays an important role in their perception of computer-based testing. Assessing incoming students' comfort with technology and student orientation activities to help acquaint students with new technology could help improve their acceptance of educational technology used for testing. (C) 2021 Elsevier Inc. All rights reserved.

关键词： ExamSoft computer-based testing

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Perceptions of computer-based testing: A focus on the CFM examination

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Journal of Accounting Education 2002年第4期20卷 265-284页

作者： Peterson, Bonita K. Reider, Barbara P. Montana State University - Bozeman College of Business - 449 Reid Hall Bozeman MT 59717-3040 United States University of Montana Missoula MT 59812 United States

The Institute of Management Accountants (IMA)0 first offered professional certification in financial management (CFM) in 1996. The CFM credential was the first accounting-related certification to be administered solely via computer. In 1997, the IMA's Certified Management Accountant examination program became computerized after being offered for 25 years as a traditional paper-and-pencil exam. The Certified Public Accountant and Certified Internal Auditor examination programs are also planning to switch to a computerized format. We surveyed successful and unsuccessful CFM candidates, CFM exam administrators, and accounting educators to get their perceptions of computer-based testing. Our results find that candidates report an overall positive experience with the computerized exam. However, successful candidates indicate that they believe computerized testing weakens the perception of the certification, perhaps because respondents indicate that writing skills and free-form problem solving should be included on certification exams. © 2002 Elsevier Science Ltd. All rights reserved.

关键词： Accounting certification CFM exam computer-based testing

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