The Four Generations of Computerized Educational Measurement

Bunderson, C. Victor; Inouye, Dillon K.; Olsen, Joseph A.

doi:10.1002/j.2330-8516.1988.tb00291.x

Cited by 102 publications

(113 citation statements)

References 57 publications

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“…Although previous research on multiple-choice items suggests that the mode of administration, that is paper versus computer administration, does not significantly affect the test taker's performance (Bunderson, Inouye & Olsen, 1989), our study suggests that the mode of administration may have an extraordinarily large effect on students' performance on open-ended items.…”

Section: Introductioncontrasting

confidence: 95%

Testing On Computers

Russell

1999

EPAA

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Russell and Haney (1997) reported that open-ended test items administered on paper may underestimate the achievement of students accustomed to writing on computers. This study builds on Russell and Haney's work by examining the effect of taking open-ended tests on computers and on paper for students with different levels of computer skill. Using items from the Massachusetts Comprehensive Assessment System (MCAS) and the National Assessment of Educational Progress (NAEP), this study focuses on language arts, science and math tests administered to eighth grade students. In addition, information on students' prior computer use and keyboarding speed was collected. Unlike the previous study that found large effects for open-ended writing and science items, this study reports mixed results. For the science test, performance on computers had a positive group effect. For the two language arts tests, an overall group effect was not found. However, for students whose keyboarding speed is at least 0.5 or one-half of a standard deviation above the mean, performing the language arts test on computer had a moderate positive effect. Conversely, for students whose keyboarding speed was 0.5 standard deviations below the mean, performing the tests on computer had a substantial negative effect. For the math test, performing the test on computer had an overall negative effect, but this effect became less pronounced as keyboarding speed increased. Implications are discussed in terms of testing policies and future research.

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Section: Introductioncontrasting

confidence: 95%

Testing On Computers

Russell

1999

EPAA

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“…At the end of the 1980's Bunderson et al (1989) predicted the following four generations of computer assistance in assessment:…”

Section: The Development and Application Of E-learning And E-assessmementioning

confidence: 99%

Applying the Moodle Platform in Online Student Self-Assessment

2017

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Taking into consideration the importance of information and communications technology in higher education both as part of the teaching and grading process, but also the limitations in its application in higher education in the Republic of Serbia, this paper outlines the possibilities which the Moodle platform offers for the definition and use of online self-assessment tests and quizzes in the preparation and simulation of the entrance exam for the Faculty of Economics of the University of Niš. To indicate the importance of egrading for the increase in the effectiveness of learning, the paper analyses the number of created accounts and the number of visits, while a statistical analysis of the candidates' results on the simulated entrance exam, from 2014 to 2016, was used to test the hypothesis on the significance of formative assessment for effective learning. The obtained t-test results indicate that formative assessment in this specific instance contributes to the improvement of the candidates' learning process and that the application of such a means of student self-assessment in other areas of study would significantly contribute to the increase in the effectiveness of learning. On the other hand, statistical analyses of individual responses to questions represent a significant source of feedback for teachers, which can be used for the purpose of redefining tests.

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“…Bunderson, Inouye and Olsen forecasted four distinct stages in the development of computerised assessment: computerised testing, computerised adaptive testing, continuous measurement, and intelligent measurement (1989( , cited in redecker & Johannessen, 2013. The first of these stages, computer-based testing, involves transferring traditional, paper-based tests to a computer platform.…”

Section: Computer-based Testing Is a First Step Towards Transformativmentioning

confidence: 99%

Dual modes for written assessments: Examining validity and reliability

Eyre¹

2015

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Computer-based testing is on the increase, especially for large-scale assessments where there are advantages for manageability, administration, and reporting. In Aotearoa/new Zealand, nZQA has announced plans to move nCeA examinations to an online platform, with a dual-assessment model available for selected levels and subjects from 2016. The dual-assessment approach appears to reflect an assumption that results in either mode are comparable, and that both approaches test the same set of skills. However, there is evidence that differences between computer-and paper-based modes exist, and that these have the potential to compromise the validity and reliability of these dual assessments. This article argues that these differences, especially when students are required to demonstrate their understanding through written responses, have the potential to create an unfair situation that disadvantages some groups of students. This may lead to a widening of the gap between our lowest and highest achieving students.

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The Four Generations of Computerized Educational Measurement

Cited by 102 publications

References 57 publications

Testing On Computers

Testing On Computers

Applying the Moodle Platform in Online Student Self-Assessment

Dual modes for written assessments: Examining validity and reliability

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