Factors Influencing Student Resistance to Computer Administered Testing

Bernt, Frank M.; Bugbee, Alan C.; Arceo, Rouel D.

doi:10.1080/08886504.1990.10781920

Cited by 13 publications

(8 citation statements)

References 5 publications

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“…This body of research suggests that examinees' reactions towards computerized testing have generally been positive with the majority of examinees indicating a preference for computerized rather than conventional testing methods (for notable exceptions, see Goldberg, 2000;Hedl, O'Neil, & Hansen, 1973). For instance, positive attitudes towards CBT have been reported in military (Segall & Moreno, 1999), organizational (Arvey, Strickland, Drauden, & Martin, 1990;Richman-Hirsch, Olson-Buchanan, & Drasgow, 2000;Schmitt, Gilliland, Landis, & Devine, 1993), and educational settings (Bernt, Bugbee, & Arceo, 1990;Bocij & Greasley, 1999;Burke. Normand, & Raju, 1987;Chin, Donn, & Conry, 1991;Gigliotti, Smerglia, Falk, & Neiswander, 1994;Moe & Johnson, 1988;Parshall & Kromrey, 1993;Powers & O'Neill, 1993;Schaeffer, Reese, Steffen, McKinley, & Mills, 1993;Singleton, Horne, & Thomas, 1999;Steele, Johnson Palensky, Lynch, Lacy, & Duffy, 2001;Stricker & Wilder, 2001;Zandvliet & Farragher, 1997).…”

Section: Introductionmentioning

confidence: 99%

The Development of the Attitude towards Computerized Assessment Scale

Smith

Caputi

2004

Journal of Educational Computing Research

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Test equivalence can be evaluated in terms of four aspects: psychometric, behavioral, experiential, and individual differences (i.e., relativity of equivalence) (Honaker, 1988). This study examined the psychometric properties of the Attitude Towards Computerized Assessment Scale (ATCAS) designed to assess one of these criteria, namely, experiential equivalence. Specifically, the ATCAS was developed to explore examinees' emotional, perceptual and attitudinal reactions towards computerized relative to conventional testing methods. The validity and reliability of the ATCAS is addressed by presenting research findings from two independent studies. An exploratory factor analysis (EFA) of the intercorrelations of responses on the 13-items comprising the ATCAS was conducted in Study 1 using data from 92 undergraduate psychology students. The results of the EFA yielded two qualitatively different aspects of the individual's perceptions and experience of computer-based testing (CBT): Ease of Use and CBT-Confidence. The second study used data collected from an Australian Defence Force (ADF) sample to further explore and then confirm the factor structure of the ATCAS. The second study was divided into two phases. Based on the responses of 201 ADF applicants, an EFA of the ATCAS supported the presence of the Ease of Use and CBT-Confidence factors. Based on the responses of 331 ADF applicants, a confirmatory factor analysis (CFA) of ATCAS items supported the two-factor model. In studies 1 and 2, internal consistency was evidenced for the ATCAS and its subscales with values ranging from .76 to .92. Implications for the study of experiential equivalence are discussed, while areas for future research are also considered.

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Section: Introductionmentioning

confidence: 99%

The Development of the Attitude towards Computerized Assessment Scale

Smith

Caputi

2004

Journal of Educational Computing Research

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“…O'Neill and Kubiak (1991) found similar results for several classifications of examinees in an earlier pilot test of computer-based questions and also for a larger, more recent pilot sample (O'Neill & Kubiak, 1992). Bernt, Bugbee, and Arceo (1990) also cited several studies as evidence that, at all age levels and across a variety of applications, students who use computers report liking them. Post-test reactions also indicated that a majority of test takers in the study believed that they would have performed about equally well on paper-andpencil and computer-based tests.…”

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confidence: 99%

Inexperienced and Anxious Computer Users: Coping With a Computer-Administered Test of Academic Skills

Powers¹,

O’Neill²

1993

Educational Assessment

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“…In order to evaluate the success of Interactive Web-based programs, Gillespie and McKee (1999) called for the investigation of the students' attitudes towards the effectiveness of the use of computer programs, with different teaching approaches. Bernt et al (1990) concluded that attractive benefits of computer applications play a dominant role in affecting one's attitudes towards using computers.…”

Section: Philology 61 Jan 2014mentioning

confidence: 99%

تصمیم برنامج تفاعلی وقیاس أثره على تحصیل طلاب الجامعات السعودیة الدارسین للغة الإنجلیزیة کلغة أجنبیة واتجاهاتهم نحوها

العباد¹,

المنصور²

2014

فیلولوجى: سلسلة الدراسات الأدبیة واللغویة

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This study aims at investigating the effect of the application of a suite of interactive web-based programs on EFL Saudi students learning outcomes and their attitudes toward learning English. The suite of interactive web-based programs applied was prepared by the researchers, and King Saud University (KSU) adopted Learning Management System "Blackboard". The participants of the study were 69 students randomly selected from King Saud University and assigned to experimental and control groups. A five-point Likert scale attitudinal questionnaire and an achievement test were used to collect data from the students who participated in this research. The findings of the study indicated that integrating the selected interactive web-based programs into EFL classroom had a positive effect on the experimental group students' achievement. The findings also revealed that students who participated in this study showed positive attitude towards using the designed programs with their EFL study course.

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Factors Influencing Student Resistance to Computer Administered Testing

Cited by 13 publications

References 5 publications

The Development of the Attitude towards Computerized Assessment Scale

The Development of the Attitude towards Computerized Assessment Scale

Inexperienced and Anxious Computer Users: Coping With a Computer-Administered Test of Academic Skills

تصمیم برنامج تفاعلی وقیاس أثره على تحصیل طلاب الجامعات السعودیة الدارسین للغة الإنجلیزیة کلغة أجنبیة واتجاهاتهم نحوها

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