The Mass Implementation and Evaluation of Computer‐based Assessments

Zakrzewski, Stan; Bull, Joanna

doi:10.1080/0260293980230203

Cited by 67 publications

(60 citation statements)

References 5 publications

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“…The point here is that CBA is different to and, in the information age, complementary to traditional assessment methods. (Callear & King, 1997;Zakrzewski & Bull, 1998).…”

Section: Discussionmentioning

confidence: 99%

“…CBA is therefore attractive for saving marking time with large classes. It may also serve to shift the exam burden from Lecturers to others, such as computer technicians administering the system (Zakrzewski & Bull, 1998). Some CBA is promoted for strategic reasons.…”

Section: Expediencymentioning

confidence: 99%

“…The assessments that are not purely formative have security implications, which due to the technology are different to, and more complex than, paper tests (Zakrzewski & Bull, 1998). Written tests can be stored in a sealed envelope, but electronic ones usually need to be stored on a network in advance of the test and therefore need to be protected from student access, yet also need to be tested before use.…”

Section: Types Of Cbamentioning

confidence: 99%

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Computer-based assessment: a versatile educational tool

Thelwall

2000

Computers & Education

149

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“…The point here is that CBA is different to and, in the information age, complementary to traditional assessment methods. (Callear & King, 1997;Zakrzewski & Bull, 1998).…”

Section: Discussionmentioning

confidence: 99%

Section: Expediencymentioning

confidence: 99%

Section: Types Of Cbamentioning

confidence: 99%

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Computer-based assessment: a versatile educational tool

Thelwall

2000

Computers & Education

149

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“…One concern is the lack of resources; more specifically, the limited hardware, software, and technical expertise that may be needed (Basics of Computer-Based Testing and Assessment, 2000;Bishop, 2000;Bull, 1996;Newby & Fisher, 1998;Zakrzewski & Bull, 1998). A second concern lies in the area of security and reliability of the testing system (Bishop; Bull; Zakrzewski & Bull).…”

mentioning

confidence: 99%

“…Students now submit course work by e-mail, complete learning activities through the World Wide Web, and complete student assessments in the form of online testing (Basics of Computer-Based Testing and Assessment, 2000;Bishop, 2000;Chauncey, 1995;Doughty et al, 1996;Gibson et al, 2000;Hazari, 1998;Newby & Fisher, 1998;Newman, 2000;Shermis & Lombard, 1998;Thomson & Stringer, 1998;Treadway, 1997). Online testing is typically seen in the form of a database of multiple choice questions posted on the Internet with secured access (Bocij & Greasley, 1999;Bull, 1996;Daly, 2000;Doughty et al;Hazari;Greenberg, 1998;Gibson et al;Kumar, 1996;Treadway, 1997Treadway, ,1998Zakrzewski & Bull, 1998). Even though multiple choice questions are the typical form of assessment seen on the Internet, many software programs also have the capability of using fill-in-the-blank, matching, and essay questions, and some are even capable of producing tests that use a variety of multimedia tools (Basics of Computer-Based Testing and Assessment,; Chauncey;Doughty et al;Hazari;Judge, 1999;Thomson & Stringer).…”

mentioning

confidence: 99%

Testing in a Computer Technology Course: An Investigation of Equivalency in Performance Between Online and Paper and Pencil Methods

Alexander¹,

Bartlett

Truell³

et al. 2001

Journal of Career and Technical Education

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This experiment sought to examine the equivalence of online and paper and pencil testing methods as related to student performance in a computer technology course. Test score and completion time were the dependent variables that were used to assess students' performance. The study utilized a quasi-experimental design. Test scores were not significantly different on the variables of pretest, age, class standing, ethnicity, and gender. The findings showed that test scores were equivalent in both groups; however, time to complete the test was significantly different between the groups. The online testing group completed the test in less time than the paper and pencil group. The exploration of class standing did reveal that freshmen were the only group that took significantly less time to complete the online test. The study supports the online test method did not effect score as result of age, class level, and gender.

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Student Acceptability of High‐Stakes e‐Assessment in Dental Education: Using Privacy Screen Filters to Control Cheating

Escudier

Tricio-Pesce

Odell

2014

Journal of Dental Education

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Acceptability is a required quality for a sound assessment. For students, acceptability of a test is strongly inluenced by perception of fairness. Computer-based assessment has been reported to be preferred by students provided that strict controls to prevent cheating are in place. This may be dificult to achieve as e-assessments are often taken in learning environments where computer screens are close together. In this study, 138 Year 5 dental students completed an e-assessment followed by an onscreen post-assessment questionnaire about the acceptability, fairness, and effectiveness of using privacy screen ilters installed in front of their monitors to prevent cheating. Ninety-one percent of students in this study considered that taking a summative e-assessment with privacy screen ilters was acceptable, 86 percent expressed the view that ilters contributed to a fairer test, and 54 percent reported the ilters made it easier or did not make any difference to read the screen. In addition, 60 percent gave positive comments and feedback, mainly focused on prevention of cheating. These indings suggest that privacy ilters, originally developed for data protection in banks, medicine, and business, have potential in e-assessment in higher education. They provide an effective way of hampering cheating and improve student acceptability and conidence in the fairness of computer-delivered assessments. Dr. Escudier is Senior Lecturer in

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The Mass Implementation and Evaluation of Computer‐based Assessments

Cited by 67 publications

References 5 publications

Computer-based assessment: a versatile educational tool

Computer-based assessment: a versatile educational tool

Testing in a Computer Technology Course: An Investigation of Equivalency in Performance Between Online and Paper and Pencil Methods

Student Acceptability of High‐Stakes e‐Assessment in Dental Education: Using Privacy Screen Filters to Control Cheating

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