Testing On Computers

Russell, Michael

doi:10.14507/epaa.v7n20.1999

Cited by 32 publications

(5 citation statements)

References 12 publications

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“…Apart from that, the following results were obtained consistently for both writing modes: In both groups, spelling errors significantly decreased with age. Older children spelled more accurately than younger children, which is well in line with previous findings (Feng et al, 2019;Horne et al, 2011;Russell, 1999). However, children with DD committed significantly more spelling errors reflecting DD symptoms (e.g., Berninger, Nielsen, Abbott, Wijsman, & Raskind, 2008b;Lyon et al, 2003).…”

Section: Discussion Of Holistic Effectssupporting

confidence: 90%

Mode effect: An issue of perspective? Writing mode differences in a spelling assessment in German children with and without developmental dyslexia

et al. 2021

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Digital technology has an increasing influence on writing processes. In this context, the question arises whether changes in writing mode (i.e., handwriting vs. computer‐keyboard typing) also require changes in writing assessments. However, data directly comparing writing mode influences in children with and without developmental writing deficits are scarce. This study investigated the influence of writing mode in German‐speaking, typically developing children and children with developmental dyslexia (DD) from two different levels. Results showed on a general level that writing mode influenced overall spelling accuracy, writing time, and self‐corrections comparably in children with and without DD. On a rule‐specific level, outcomes for writing time and self‐corrections substantiated these findings. However, as regards spelling accuracy, a mode effect was only apparent for capitalization, whereas other spelling rules were resistant to writing mode influences. Present findings suggest that a mode effect is present only for typing specific aspects (e.g., capitalization) rather than reflecting a general influence on orthographic principles (e.g., grapheme–phoneme assignment, morphologic principles). These mode‐specific aspects seem to comparably affect the writing performance of typically developing children and children with DD. We recommend writing assessments to consider that different writing modes may influence individual spelling rules differently.

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Section: Discussion Of Holistic Effectssupporting

confidence: 90%

Mode effect: An issue of perspective? Writing mode differences in a spelling assessment in German children with and without developmental dyslexia

et al. 2021

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“…On the other hand, one way to reduce test anxiety using a computer is to improve students' computer experience and confidence in taking computer-based exams [9] [10]. It is important to provide the opportunities for students to become familiar with the CBT model [11]. Making students familiar with reproducing CBT model trials before test day can reduce anxiety factors.…”

Section: Figure 4 Two Tail Hypothesis Test Results Assessmentmentioning

confidence: 99%

Overview of School Readiness to Face the Computer-Based National Examination in Gowa District, South Sulawesi: Analysis of Test Results of Computer-Based Tests (CBT) and Paper-Based Tests (PBT)

Syahrul¹,

Suhardi²,

Alifya³

2020

Proceedings of the 3rd International Conference on Education, Science, and Technology (ICEST 2019)

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At present, the Computer-Based National Examination (CBNE) model to replace the Paper and Pencil-Based National Examination (PBNE). The National Examination Organizer assumes that the items displayed on the monitor screen have the same difficulty index when presented on paper. Based on this assumption, CBNE and PBNE are considered equal. However, judging from the context and the situation, the paper pencil-based test (PBT) and computer-based test (CBT) model has differences, namely the number of items in the range of views, test aid, the types of question that can be displayed, the color of the test items, how to do the test, the need for basic knowledge of operating a computer, and the habit factor. The differences between the two test models can be psychologically influential when working on a computer-based test. This research is to review how schools prepare their students for CBNE. This research uses a combination of development methods and quantitative methods. The development method is used to develop (1) a set of question item packages and (2) Computer-Based Testing (CBT) software. The test was conducted on 452 students in class XII, from 3 (three) schools in Gowa Regency, South Sulawesi, namely SMK N 1 Gowa, SMK N 2 Gowa, and SMK N 4 Gowa. The statistical test results showed the level of school readiness in preparing students for CBNE. If the results of the statistical test do not show any differences in the results of the test scores, then the school students are considered ready to implement CBNE. If the results of the statistical test show that there are differences in the results of the test scores, then the magnitude of the average results will be seen. If the average size of the PBT group test scores is lower than the CBT group test scores, then the school students are considered ready for CBNE. However, if the average amount of PBT group test scores is higher than the CBT group test scores, then the school students are considered not ready for CBNE. The results showed that, in general, students at the schools are considered ready for CBNE.

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“…Some research found the role of keyboarding skills on test takers' performance. Russell (1999) revealed that students with low levels of keyboard skills would get lower scores when taking the computer-based test than the paper test and vice versa. Zhi & Huang (2021) found typing accuracy scores significantly predicted the CB essay scores but did not predict the PB essay scores.…”

Section: Test Takers' Computer Literacy and Perception Towards The Co...mentioning

confidence: 99%

The Effect of Presentation Mode on Test Takers and Raters

Liu¹

2023

ELT

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Technology development has led to computerization of language assessment. Many studies have centered on the comparability of test takers’ cognitive processes and performance across the computer-based mode and the paper-based mode as well as the equivalence of raters’ rating under the relevant modes. The effect of different modes on test-taking and essay-marking process and performance have been researched for decades. This paper critically reviews the effect of different modes on test takers’ performance and raters’ rating on the English writing part. The review indicates that there is no consensus on scores test takers receive under the two modes, or on the cognitive processes they experience. The computer familiarity contributes to their process and performance. On raters’ rating, research has not reached a consensus either. The paper ends with discussing some issues worth consideration in future research of computerization in language test.

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Testing On Computers

Cited by 32 publications

References 12 publications

Mode effect: An issue of perspective? Writing mode differences in a spelling assessment in German children with and without developmental dyslexia

Mode effect: An issue of perspective? Writing mode differences in a spelling assessment in German children with and without developmental dyslexia

Overview of School Readiness to Face the Computer-Based National Examination in Gowa District, South Sulawesi: Analysis of Test Results of Computer-Based Tests (CBT) and Paper-Based Tests (PBT)

The Effect of Presentation Mode on Test Takers and Raters

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