Comparability within Computer-Based Assessment: Does Screen Size Matter?

Chen, Jie; Perie, Marianne

doi:10.1080/07380569.2018.1531599

Cited by 8 publications

(4 citation statements)

References 19 publications

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“…While early studies of format effects sometimes indicated better performance for PBT compared to CBT (Kingston, 2009a), many of these differences in testing outcomes have decreased over time. Challenges students previously faced while taking tests on computer have been ameliorated by computer software and assessment developments; specifically, the challenge of scrolling on the computer while reading a text (Chen & Perie, 2018;Higgins et al, 2005;Leeson, 2006).…”

Section: Relevant Research On Format Effectsmentioning

confidence: 99%

“…For decades, educators have utilized computers for test administration (Chen & Perie, 2018;Kuo & Wu, 2013), and researchers have protected test validity and reliability through studies comparing computer assessment results to their paper-and-pencil counterparts for almost as long (Bennett, 2015;Bennett et al, 2008;Lissitz & Jiao, 2012). While an extensive review of the literature did not yield any prior research specifically investigating format effects on graph comprehension tests, a few studies related to our research warrant attention.…”

Section: Introductionmentioning

confidence: 99%

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Assessing Graph Comprehension on Paper and Computer with MBA Students: A Crossover Experimental Study

Boote

Williamson

2021

Cogent Education

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Several decades of research suggesting differences in test performance across paper-based and computer-based assessments have been largely ameliorated through attention to test presentation equivalence, though no studies to date have focused on graph comprehension items. Test items requiring graph comprehension are increasingly common but may be especially prone to format effects. A crossover experimental design was used to compare paper-based (PBT) with computer-based test (CBT) formats in a sample of 28 MBA students answering 6 items requiring comprehension of Venn diagrams, scatterplots, and divided bar charts. Data analysis using a 2x2x2x2 ANOVA revealed that participants' better performance on CBT, η2 = .07, was not statistically significant, p = .23. While DIF analysis suggested no difference by gender in total score or individual items, interaction analysis between gender and format showed the overall format effect was due mainly to males performing better on CBT, p = .02, d = 0.91. Females performed about the same in both formats. For scatterplot questions, participants also performed better on CBT, p < .005, φ = 0.41. Finally, participants were more

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Section: Relevant Research On Format Effectsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Assessing Graph Comprehension on Paper and Computer with MBA Students: A Crossover Experimental Study

Boote

Williamson

2021

Cogent Education

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“…In an E-Exam, this field is the computer screen. In a study examining the effect of the size of the screen on student performances, there was no significant evidence to support the positive impact of a large, high-resolution display on student performance (Chen & Perie, 2018).…”

Section: Introductionmentioning

confidence: 97%

Preservice Science Teachers’ Opinions on E-Exams

Özkan¹

2020

indonesian.j.of.science.and.education

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With the developing information technologies in the new century, changes are experienced in every area of life and its reflections are seen in different areas. One of its reflections in the field of education is the E-exams, which have been used as an alternative to paper-pencil exams for years. Academic studies are needed for the integration of e-exams in the field of education and training. Thus, this new technology can be used efficiently in the field of education. Students' views, which are at the center of education and training, are of special importance for the proper use of the e-exam. In this study, how the student views on E-exam applications in science education is examined. The study was carried out with students studying science at higher education level. As a data collection tool, a prepared questionnaire form was used. As a result of the findings obtained, it was revealed that student views towards E-exam in science education were significantly positive and that E-exam instead of K-exam was positively welcomed by the student.

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“…Automated grading, as opposed to time-consuming human grading is another reason why Journal on English as a Foreign Language, 13(1), 25-55 p-ISSN 208825-55 p-ISSN -1657e-ISSN 2502-6615 30 CBA provides a more effective and efficient assessment approach than the conventional one. Although CBA appears to be promising in its delivery of a digital assessment technique, the auto-lock feature as an anti-cheating technology is essential to prevent academic misconduct on the part of students (Chen & Perie, 2018;Kuo et al, 2020). On the other hand, validation of test item in its integration of the use of CBA is pivotal to studying for a fuller understanding of the input from students.…”

Section: Introductionmentioning

confidence: 99%

“I can’t search on Google for answers”: validity evidence of a developed computer-based assessment application

Nimasari

Gestanti²,

Nurfitri³

2022

J. Eng. Foreign. Lang.

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While learning management systems have been increasingly used as innovative ways to teach students in the post-COVID-19 pandemic, academic dishonesty is still in crisis. The open-access facility has the potential intervention in academic dishonesty. This study reported validity evidence of a developed computer-based assessment application to combat academic dishonesty: 1) measuring the development of high-order-thinking-skill (HOTS) test items; 2) examining the test item's validity integrated into the application; and 3) reporting the program analysis of the anti-cheating application for English for Specific Purposes (ESP) class assessment. This mixed-method study used focus group discussion and reading tests to collect the data. Pearson product-moment and black box analysis were used to measure test-item validity and application. The quantitative result revealed that test items were developed according to authentic journal texts and HOTS question characteristics and were statistically proven valid and reliable. Simplifying the authentic text empirically enabled EFL students to have an easier ESP reading comprehension complexity level. The black box analysis showed that the auto-lock screen feature prevented suspicious cheating access. This study contributed to extending practical and theoretical research on technology-enhanced language learning (TELL) by providing an innovative anti-cheating technology application.

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Comparability within Computer-Based Assessment: Does Screen Size Matter?

Cited by 8 publications

References 19 publications

Assessing Graph Comprehension on Paper and Computer with MBA Students: A Crossover Experimental Study

Assessing Graph Comprehension on Paper and Computer with MBA Students: A Crossover Experimental Study

Preservice Science Teachers’ Opinions on E-Exams

“I can’t search on Google for answers”: validity evidence of a developed computer-based assessment application

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