Comparing Postsecondary Marketing Student Performance on Computer- Based and Handwritten Essay Tests

Abstract

The purpose of this study was to determine if there were differences in postsecondary marketing student performance on essay tests based on test format (i.e., computer-based or handwritten

The Effect of a Word Processor as an Accommodation for Students with Learning Disabilities

“…In fact, all students, regardless of disability status or sex, wrote longer essays in the WP condition. This finding is supported by previous research that found students wrote longer essays on a WP than by hand (Gregg et al, 2007;Russell et al, 1999;Truell, Alexander & Davis, 2004). Therefore, a WP appears to benefit all students in writing production.…”

Computerized Summative Assessment of Multiple-choice Questions: Exploring Possibilities with the Zimbabwe School Examination Council Grade 7 Assessments

“…The findings of this study indicated that both teachers and learners were enthusiastic to engage the software program in mathematics MCQ assessment, and developing more such programs may change the face of assessment in Zimbabwe. According to Truell, Alexander and Davis (2004), computer-based assessments by default offer assessment mode benefits to candidates, such as single-item display and good visualisation, which, to some extent, boost their performance. A computer heightens learners' interest in test-taking (McIntosh & Stacey, 2000), which in turn can help to reduce mathematics-phobia amongst learners.…”

“…For instance, according to Clariana and Wallace (2002), one-item display which features most in computer-based assessment gives greater focus and closure on individual test items, which in turn increases concentration. Such observations are insignificant given that computer-based MCQ administration yielded no significant difference in candidates' performance based on test format (Truell, Alexander and Davis, 2004).…”

“…A study by McIntosh and Stacey (2000) showed that computer use in mathematics education can heighten learners' interest in the subject. It was also noted that from a candidate's perspective, computer-based assessments are easier to understand (Wang, Jiao, Young, Brooks & Olson, 2007) and candidates complete them faster than hand-written ones (Truell, Alexander and Davis, 2004). Furthermore, handwritten assessments are reviled as boring by most candidates (Brown, 2000), hence the necessity to start expanding assessment methods to technology-based formats.…”