Computer-based Testing and Validity: a look back into the future

Russell, Michael; Goldberg, Amie; O’Connor, Kathleen

doi:10.1080/0969594032000148145

Cited by 64 publications

(62 citation statements)

References 29 publications

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“…Unlike its predecessors, which did not have a speaking component, the TOEFL iBT now includes an online speaking subtest, which allows the test taker to demonstrate his or her English-speaking proficiency in front of the computer screen. In addition, many U.S. states are also exploring the feasibility of adopting computer-based testing or are already developing computer-based tests for elementary and secondary school testing programs (Jones & Maycock, 2007;Russell, Goldberg, & O'Connor, 2003). In fact, assessing oral language proficiency via the Internet with computers or other forms of multimedia technology has been a popular trend in the field of language testing in recent years.…”

Section: Qianmentioning

confidence: 99%

Comparing Direct and Semi-Direct Modes for Speaking Assessment: Affective Effects on Test Takers

Qian

2009

Language Assessment Quarterly

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In recent decades, with an increasing application of computer technology to the delivery of oral language proficiency assessment, there have been renewed debates over the appropriateness of two different testing modes, namely, (a) face-to-face, or direct, testing, and (b) person-to-machine, or semi-direct, testing. Previous research conducted in various geographical regions has produced mixed results as to which format is more acceptable to test takers. The present investigation, carried out in the context of a university setting in Hong Kong, compared the popularity of two testing modes by analyzing reactions and perceptions of a group of test takers who had just sat for a direct test as well as a semi-direct test. The results indicate that, although a large proportion of the participants had no particular preference in terms of the testing mode, the number of participants who strongly favored direct testing far exceeded the number strongly favoring semi-direct testing. The participants' main reason cited for disliking semi-direct testing was its inability for the examiner and examinee to interact during the test, which appears to have created a psychological barrier for the test taker. BACKGROUND

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Section: Qianmentioning

confidence: 99%

Comparing Direct and Semi-Direct Modes for Speaking Assessment: Affective Effects on Test Takers

Qian

2009

Language Assessment Quarterly

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“…By Using compares performance of the same students using the two modes as a research method, the findings of this study indicated that disparity exists (26). A study was conducted by (Millsap, 2000) to investigate likely disparity between the two testing modes among (585) military recruits.…”

Section: Previous Studiesmentioning

confidence: 96%

Investigate Students Attitudes toward Computer Based Test (CBT) at chemistry course

Zabadi¹

2016

ABR

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Computer Based Assessment (CBT) is being a highly widespread method to assess students' fulfillment at the university level. This study seeks to examine the attitude of the students towards computer-based test (CBT) at the KAUSaudi Arabia Jeddah. Quantitative approach using survey questionnaire was adopted to carry out the current study using convenience-sampling technique. The sample consists of (60) undergraduate students who had taken the exam on CBT were selected from college of science -chemistry department to examine their perceptions towards CBT. To achieve this aim, the researchers examine the possibility of using student feedback in the effectiveness of this method in assessment. The findings show that: the majority of respondents have positive attitude towards CBT, (83.7 %) of students said they were competent with the use of computer due to their prior experience. Regarding test administration, they reported that there are some errors in the chemical equations, formulas, construction in the exam sections, and inadequate time. Nevertheless, they achieved the exam successfully and reached satisfaction through CBT features such as direct scoring, validity, and transparency in grading. The bottom line, CBT experience will become favorable for students and then will earn its effectiveness in the context of assessments methods.

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“…In addition to the issues mentioned above, the administration factors are also considered affecting the examinees' performance throughout the test, such as during the transfer of problems from the screen to scratchwork space, lack of scratchwork space, and inability to review and/or to skip test items (Russell, Goldberg, & O'Connor, 2003). Therefore, the effect of test modes to the examinees should also be investigated thoroughly.…”

Section: Validity Issuesmentioning

confidence: 99%

“…The use of computers has significantly increased over the past decade in testing and assessment applications (Olsen, 2000;Gallagher, Bennett, Cahalan, & Rock, 2002;Russell, Goldberg, & O'Connor, 2003). One reason for the ever rising use is that many testing developers believe that computerized testing will be able to provide potential benefits (e.g., efficiency in testing administration) (Gallagher, Ben-nett, Cahalan, & Rock, 2002).…”

Section: Introductionmentioning

confidence: 99%

Validity in Computer-Based Testing: a Literature Review of Comparability Issues and Examinee Perspectives

Trisnawati

2015

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These past years have seen the growing popularity of the Computer-Based Tests (CBTs) in various disciplines, for various purposes, although the Paper-and Pencil Based Tests (P&Ps) are still in use. However, many question whether the use of CBTs outperforms the effectiveness of the P&Ps or if the CBTs can become a valid measuring tool compared to the PBTs. This paper tries to present the comparison on both the CBTs and the P&Ps and their respective examinee perspectives in order to figure out if doubts should arise to the emergence of the CBTs over the classic P&Ps. Findings show that the CBTs are advantageous in that they are both efficient (reducing testing time) and effective (maintaining the test reliability) over the P&P versions. Nevertheless, the CBTs still need to have their variables well-designed (e.g., study design, computer algorithm) in order for the scores to be comparable to those in the P&P tests since the score equivalence is one of the validity evidences needed in a CBT.

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Computer-based Testing and Validity: a look back into the future

Cited by 64 publications

References 29 publications

Comparing Direct and Semi-Direct Modes for Speaking Assessment: Affective Effects on Test Takers

Comparing Direct and Semi-Direct Modes for Speaking Assessment: Affective Effects on Test Takers

Investigate Students Attitudes toward Computer Based Test (CBT) at chemistry course

Validity in Computer-Based Testing: a Literature Review of Comparability Issues and Examinee Perspectives

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