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Controlling construct-irrelevant factors through computer-based testing: disengagement, anxiety, & cheating

EDUCATION INQUIRY 2019年第1期10卷 21-33页

作者： Wise, Steven L. NWEA 121 NW Everett St Portland OR 97209 USA

A decision of whether to move from paper-and-pencil to computer-based tests is based largely on a careful weighing of the potential benefits of a change against its costs, disadvantages, and challenges. This paper briefly discusses the trade-offs involved in making such a transition, and then focuses on a relatively unexplored benefit of computer-based tests - the control of construct-irrelevant factors that can threaten test score validity. Several unique advantages provided by computer-based tests are described, and how these advantages can be used to manage the effects of several common construct-irrelevant factors is discussed. Ultimately, the potential for expanded control may prove to be one of the most important benefits of computer-based tests.

关键词： computer-based testing construct-irrelevant factors test-taking engagement test anxiety

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Using a computer-based testing Facility to Improve Student Learning in a Programming Languages and Compilers Course 18

Using a Computer-based Testing Facility to Improve Student L...

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49th ACM SIGCSE Technical Symposium on computer Science Education (SIGCSE)

作者： Nip, Terence Gunter, Elsa L. Herman, Geoffrey L. Morphew, Jason W. West, Matthew Univ Illinois Urbana IL 61801 USA

ISBN: (纸本)9781450351034

While most efforts to improve students' learning in computer science education have focused on designing new pedagogies or tools, comparatively little research has focused on redesigning examinations to improve students' learning. Cognitive science research, however, has robustly demonstrated that getting students to practice using their knowledge in testing environments can significantly improve learning through a phenomenon known as the testing effect. The testing effect has been shown to improve learning more than rehearsal strategies such as re-reading a textbook or re-watching lectures. In this paper, we present a quasi-experimental study to examine the effect of using frequent, automated examinations in an advanced computer science course, "Programming Languages and Compilers" (CS 421). In Fall 2014, students were given traditional paper-based exams, but in Fall 2015 a computer based testing facility enabled the course to offer more frequent examinations while other aspects of the course were held constant. A comparison of 292 student scores across the two semesters revealed a significant change in the distribution of students' grades with fewer students failing the final examination, and proportionately more students now earning grades of B and C instead. This data suggests that focusing on redesigning the nature of examinations may indeed be a relatively untapped opportunity to improve students' learning.

关键词： Programming languages compilers testing effect computer-based testing

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Response time-based treatment of omitted responses in computer-based testing

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Behaviormetrika 2018年第2期45卷 505-526页

作者： Frey, Andreas Spoden, Christian Goldhammer, Frank Wenzel, S. Franziska C. Friedrich Schiller University Jena Am Planetarium 4 Jena 07743 Germany Centre for Educational Measurement (CEMO) at the University of Oslo Oslo Norway DIPF | Leibniz Institute for Research and Information in Education Frankfurt Germany Centre for International Student Assessment (ZIB) Frankfurt Germany Goethe University Frankfurt Germany German Institute for Adult Education Leibniz Centre for Lifelong Learning Bonn Germany

A new response time-based method for coding omitted item responses in computer-based testing is introduced and illustrated with empirical data. The new method is derived from the theory of missing data problems of Rubin and colleagues and embedded in an item response theory framework. Its basic idea is using item response times to statistically test for each individual item whether omitted responses are missing completely at random (MCAR) or missing due to a lack of ability and, thus, not at random (MNAR) with fixed type-1 and type-2 error levels. If the MCAR hypothesis is maintained, omitted responses are coded as not administered (NA), and as incorrect (0) otherwise. The empirical illustration draws from the responses given by N = 766 students to 70 items of a computer-based ICT skills test. The new method is compared with the two common deterministic methods of scoring omitted responses as 0 or as NA. In result, response time thresholds from 18 to 58 s were identified. With 61%, more omitted responses were recoded into 0 than into NA (39%). The differences in difficulty were larger when the new method was compared to deterministically scoring omitted responses as NA compared to scoring omitted responses as 0. The variances and reliabilities obtained under the three methods showed small differences. The paper concludes with a discussion of the practical relevance of the observed effect sizes, and with recommendations for the practical use of the new method as a method to be applied in the early stage of data processing. © 2018, The Behaviormetric Society.

关键词： computer-based testing Item response theory Missing data Response time testing

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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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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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computer-based testing: Score Equivalence and testing Administration Mode Preference in a Comparative Evaluation Study

INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING

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INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING 2017年第10期12卷 35-55页

作者： Khoshsima, Hooshang Toroujeni, Seyyed Morteza Hashemi Chabahar Maritime Univ Language Dept Chabahar Iran Chabahar Maritime Univ Chabahar Iran

The empirical evidences show that two identical computer based testing (henceforth CBT) and Paper-and-Pencil-based testing (henceforth PBT) do not always result in the same scores. Such conclusions are referred to as "the effect of testing administration mode" or "testing mode effect". Moderators such as individual differences (e.g., prior computer experience or computer attitude) have been investigated [4] to see if they influence test takers' performance. The Guidelines for computer-based Tests and Interpretations [I] recommended eliminating the possible effects of some moderator variables on test takers performance. This research was conducted to provide the required empirical evidences on the existence of distinctive effects caused by changing administration mode from conventional PBT to modern CBT. The relationship between testing mode preference on test takers' CBT performance was also examined. Two equivalent tests and two questionnaires were used. Using descriptive statistics and ANOVA, the findings demonstrated that two CBT and PBT sets of scores were comparable. Additionally, prior testing mode preference and gender had no significant effect on test takers' CBT score, and they were not considered the variables that might affect the performance on CBT.

关键词： computer-based testing Paper-and-Pencil-based testing testing Mode Effect Gender Difference testing Mode preference

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A temporal estimation of students' on-task mental effort and its effect on students' performance during computer based testing

A temporal estimation of students' on-task mental effort and...

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Proceedings of 2015 International Conference on Interactive Collaborative Learning

作者： Papamitsiou, Zacharoula Economides, Anastasios A. Univ Macedonia Interdept Progr Postgrad Studies Informat Syst Thessaloniki Greece

ISBN: (纸本)9781479987078

Students' on-task mental effort is an important factor of their achievement behavior. Most studies in literature adopt self-reported methods for effort estimation. In this paper we present and evaluate a method for estimating students' ontask mental effort during testing, based ontemporal, user-generated trace data. Our goal is to construct a metric that unobtrusively and seamlessly measures students' on-task mental effort. Additionally, we use this metric in order to investigate the effect of effort expenditure on students' performance during low-stakes computer based testing procedures. For that reason, we examined on-task mental effort - as defined here - with Temporal Learning Analytics. We present the results from an evaluation case study with 259 undergraduate participant students for the computers II course. The results are encouraging, since the proposed factor significantly improves the general prediction of students' performance.

关键词： effort temporal learning analytics performance computer-based testing

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computerized testing in reading comprehension skill: investigating score interchangeability, item review, age and gender stereotypes, ICT literacy and computer attitudes

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EDUCATION AND INFORMATION TECHNOLOGIES 2022年第2期27卷 1771-1810页

作者： Toroujeni, Seyyed Morteza Hashemi Iran Minist Educ Konarak Dept Educ Chabahar Iran

Score interchangeability of computerized Fixed-Length Linear testing (henceforth CFLT) and Paper-and-Pencil-based testing (henceforth PPBT) has become a controversial issue over the last decade when technology has meaningfully restructured methods of the educational assessment. Given this controversy, various testing guidelines published on computerized testing may be used to investigate the interchangeability of CFLT and PPBT mean scores to corroborate if test takers' testing performance is influenced by the effects of testing administration mode;specifically, if validity and reliability of two versions of the same test are affected. This research was conducted to probe not only score interchangeability across testing modes but also to explore the role of age and gender stereotypes, item review, ICT literacy and attitudes towards computer use as moderator variables in test takers' reading achievement in CFLT. Fifty-eight EFL learners homogeneous in both general English and reading skills assigned into one testing group participated in this study. Three different versions of TOEFL reading comprehension test, computer Attitude Scale (CAS), and ICT literacy Scale of TOEFL Examinees were used in this crossover quasi-controlled empirical study with a common-person and pretest-posttest design to collect data. The findings demonstrated that although the reading scores of test takers were interchangeable in both CFLT and PPBT versions regarding testing administration modes, they were different regarding item review. Furthermore, no significant interaction was found between age, gender, and ICT literacy and CFLT performance. However, attitudes towards the use of computer led to a significant change in testing achievement on CFLT.

关键词： computer-based testing Score interchangeability testing administration mode effect Item review ICT literacy computer attitudes

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Comparing the Security of Three Proctoring Regimens for Bring-Your-Own-Device Exams 2024

Comparing the Security of Three Proctoring Regimens for Brin...

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55th ACM Technical Symposium on computer Science Education (SIGCSE)

作者： Gulati, Rishi West, Matthew Zilles, Craig Silva, Mariana Univ Illinois Champaign IL 61820 USA

ISBN: (纸本)9798400704239

We compare the exam security of three proctoring regimens of Bring-Your-Own-Device, synchronous, computer-based exams in a computer science class: online un-proctored, online proctored via Zoom, and in-person proctored. We performed two randomized crossover experiments to compare these proctoring regimens. The first study measured the score advantage students receive while taking un-proctored online exams over Zoom-proctored online exams. The second study measured the score advantage of students taking Zoom-proctored online exams over in-person proctored exams. In both studies, students took six 50-minute exams using their own devices, which included two coding questions and 8-10 non-coding questions. We find that students score 2.3% higher on non-coding questions when taking exams in the un-proctored format compared to Zoom proctoring. No statistically significant advantage was found for the coding questions. While most of the non-coding questions had randomization such that students got different versions, for the few questions where all students received the same exact version, the score advantage escalated to 5.2%. From the second study, we find no statistically significant difference between students' performance on Zoom-proctored vs. in-person proctored exams. With this, we recommend educators incorporate some form of proctoring along with question randomization to mitigate cheating concerns in BYOD exams.

关键词： bring-your-own-device BYOD online proctoring cheating exam security randomization computer-based testing

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What matters the most, the assessment method or individual skills in marketing research learning?

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JOURNAL OF INTERNATIONAL EDUCATION IN BUSINESS 2024年第2期17卷 283-303页

作者： Molina, Luisa Fernanda Manrique Duran, William Fernando Valencia, Carlos Augusto Pontificia Univ Javeriana Dept Business Adm Bogota Colombia

PurposeThe purpose of this study is to generate knowledge about assessment methods in blended business education, which have become increasingly important to establish sustainable assessment practices that support knowledge acquisition for undergraduate students in business administration at a Colombian ***/methodology/approachFor the analysis, a two groups comparison was performed using a nonequivalent control group design with a sample of 420 students. As this study wants to find insights to improve the knowledge on assessment topics in marketing research (MR) education, it was focused on the students from the business administration program. This study also uses individual scores from the state test as prior cognitive scores and the high school classification provided by the National Ministry of Education in Colombia (2012).FindingsIt was found that the variables that best predict performance on the MR course examinations were the mathematics skills and reading comprehension scores on the state test. The study also showed a better performance of female students on both assessment methods. There were no significant differences between the assessment methods or among the high school *** limitations/implicationsOne of the limitations of this study is the limited number of items on the tests. Additionally, the authors recommend conducting an analysis of the differences between the testing items to provide a detailed explanation of students' performance when comparing computer-based testing and paper-and-pencil *** implicationsFurther design of teaching material and assessments online and offline, based on local and regional marketing problems, is suggested. As the current text and readings are more oriented to the English-speaking contexts, most of the problems presented are oriented to multinational companies and *** implicationsInsights into the skills required for future jobs provide valuable guidance (World Econom

关键词： Business school computer-based testing Marketing education Quantitative research

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