Tablet assessment in primary education: Are there performance differences between TIMSS' paper‐and‐pencil test and tablet test among Dutch grade‐four students?

Hamhuis, Eva Rosalie; Glas, Cornelis A.W.; Meelissen, Martina R.M.

doi:10.1111/bjet.12914

Cited by 21 publications

(19 citation statements)

References 31 publications

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“…The four factors were investigated using a counterbalanced experimental design. Regarding test format, the findings showed that comparing PPT, CBT with single-item presentation, and CBT with multiple-item presentation revealed no significant difference in answering performance of the examinees; this is consistent with previous research results [12,13,16,[21][22][23]25]. However, this study further examined the factors of difficulty of item group and administration order of item groups of different difficulty levels and revealed that the examinees' performance in the CBT and PPT was significantly different only for the difficult-item group.…”

Section: Discussionsupporting

confidence: 90%

“…For example, Wang et al [13] and Logan [21] compared mathematics tests administered using CBT and PPT through a literature review and metaanalysis and found no statistically significant differences. Several studies also found no significant difference between CBT and PPT in examinees' answering performance in the reading comprehension tests [22], mathematics test [23], language learning test [24,25]. The findings of relevant studies are summarised in Table 1.…”

Section: Introductionmentioning

confidence: 98%

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Factors Associated with the Equivalence of the Scores of Computer-Based Test and Paper-and-Pencil Test: Presentation Type, Item Difficulty and Administration Order

2021

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Since schools cannot use face-to-face tests to evaluate students’ learning effectiveness during the COVID-19 pandemic, many schools implement computer-based tests (CBT) for this evaluation. From the perspective of Sustainable Development Goal 4, whether this type of test conversion affects students’ performance in answering questions is an issue worthy of attention. However, studies have not yielded consistent findings on the equivalence of the scores of examinees’ answering performance on computer-based tests (CBT) and paper-and-pencil tests (PPT) when taking the same multiple-choice tests. Some studies have revealed no significant differences, whereas others have exhibited significant differences between the two formats. This study adopted a counterbalanced experimental design to investigate the effects of test format, computerised presentation type, difficulty of item group, and administration order of item groups of different difficulty levels on examinees’ answering performance. In this study, 381 primary school fifth graders in northern Taiwan completed an achievement test on the topic of Structure and Functions of Plants, which is part of the primary school Natural Science course. The achievement test included 16 multiple-choice items. After data collection and analysis, no significant differences in the answering performance of examinees were identified among the PPT, CBT with single-item presentation, and CBT with multiple-item presentation. However, after further analysis, the results indicated that the difficulty of item group and the administration order of item groups of different difficulty levels had significant influences on answering performance. The findings suggest that compared with a PPT, examinees exhibit better answering performance when taking multiple-choice tests in a CBT with multiple-item presentation.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 98%

Factors Associated with the Equivalence of the Scores of Computer-Based Test and Paper-and-Pencil Test: Presentation Type, Item Difficulty and Administration Order

2021

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“…These are being used regularly for teaching. World Bank and other funding institutions are taking initiatives to authorise educational policy makers to purchase tablets for school education, this would yield better results (Hamhuis et al 2020;Nikolopoulou 2020).…”

Section: Introductionmentioning

confidence: 99%

Adoption of mobile applications for teaching-learning process in rural girls’ schools in India: an empirical study

et al. 2020

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The purpose of this study is to identify the factors that can impact the adoption of mobile apps for teaching-learning process focusing on the girls' school in rural India. The hypotheses were proposed and a conceptual model has been developed. There is a survey work conducted to collect the data from different respondents using a convenience sampling method. The model has been validated statistically through PLS-SEM analysis covering feedbacks of 271 effective respondents. The study highlights the impact of different antecedents of the behavioural intention of the students of using mobile applications for teaching-learning process. The results also show that among other issues, price value has insignificant influence on the intention of the girl students of the rural India. During survey feedbacks have been obtained from the 271 respondents, which is meagre compared to vastness of the population and school of rural India. Only few predictors have been considered leaving possibilities of inclusion of other boundary conditions to enhance the explanative power more than that has been achieved in the proposed model with the explanative power of 81%. The model has provided laudable inputs to the educational policy makers and technology enablers and administrators to understand the impact of the mobile applications on the rural girls' school of India and facilitate the development of m-learning. Very few studies been conducted to explore the impact of mobile applications on the school education of rural India especially focusing on the girls' schools.

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“…Als een papieren trendopgave omgezet wordt naar een opgave op een digitaal apparaat, kan er echter een mode effect optreden (Fishbein, Martin, Mullis, & Foy, 2018). Een rekenopgave kan bijvoorbeeld op papier makkelijker te beantwoorden zijn dan met een computer of tablet (Hamhuis, Glas & Meelissen, 2020). Voorkomen moet worden dat een stijging of daling in het prestatieniveau van landen het gevolg is van veranderingen in de moeilijkheidsgraad van de toetsopgaven.…”

Section: Van Een Papieren Naar Een Digitale Toetsunclassified

Leerlingprestaties in de exacte vakken in groep 6 van het basisonderwijs. Resultaten TIMSS-2019

Meelissen¹,

Hamhuis²,

Weijn³

2020

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Tablet assessment in primary education: Are there performance differences between TIMSS' paper‐and‐pencil test and tablet test among Dutch grade‐four students?

Abstract: This is an open access article under the terms of the Creat ive Commo ns Attri butio n-NonCo mmercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

Cited by 21 publications

References 31 publications

Factors Associated with the Equivalence of the Scores of Computer-Based Test and Paper-and-Pencil Test: Presentation Type, Item Difficulty and Administration Order

Factors Associated with the Equivalence of the Scores of Computer-Based Test and Paper-and-Pencil Test: Presentation Type, Item Difficulty and Administration Order

Adoption of mobile applications for teaching-learning process in rural girls’ schools in India: an empirical study

Leerlingprestaties in de exacte vakken in groep 6 van het basisonderwijs. Resultaten TIMSS-2019

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