Comparing Student Performance on Computer-Based vs. Paper-Based Tests in a First-Year Engineering Course

Ita, Meagan E.; Kecskemety, Krista M.; Ashley, Katlyn Elizabeth; Morin, Brooke

doi:10.18260/1-2--20188

Cited by 5 publications

(5 citation statements)

References 3 publications

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“…This paper compares the results of students who passed the quest on a computer and in real life. The analysis proved that the difference in results of two groups of students who participated in the IT championship is not significant, and confirms the results of the previous research [10,16]. However, the teenagers were mostly attracted to the 3D game.…”

Section: The Experiments Resultssupporting

confidence: 83%

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Implementation of digital technology for student involvement based on a 3D quest game for career guidance and assessing students' digital competences

et al. 2022

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This article describes the process of developing a career advice 3D adventure game for applicants interested in working in IT departments. The game is based on a 3D representation of the computer science and information technologies department at the Kharkiv Aviation Institute. The quest challenges are designed to measure applicants' and first-year students' digital competency. The theoretical foundation, software tools, development stages, implementation obstacles, and gaming application scenario were all used in the article. The game scenario includes a virtual tour of a 3D university department. In terms of how closely the game resembles real-life stuff, applicants can examine the department's equipment and classrooms. The team used C# and C++, Unity 3D, and Source Engine to create the game application. We used Hammer Editor, Agisoft PhotoScan Pro, and photogrammetry technology to model objects for realistic gaming. Based on the Digital Competence Framework for Citizens (DigComp 2.2), players can assess their digital competences in a variety of ways, including a test activity, a puzzle, assembling a computer, and putting up an IT-specialist firm. The experiment conducted at the online open house day 2020 demonstrated the efficiency of the 3D quest game. A 3D quest was rated as a more modern and appealing kind of involvement by the candidates. According to the 3D quest findings, applicants displayed an average degree of digital competence, with certain specific item challenges graded at 0.5. Several psychometric item parameters were thoroughly examined in order to increase the item's quality.

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Section: The Experiments Resultssupporting

confidence: 83%

“…The specifics of the paper-based versus computer-based testing results application and comparison became extremely relevant during the COVID-19 pandemic when the majority of students switched to distance learning. In particular, this problem stands out for the high schools [9,10,16].…”

Section: Introductionmentioning

confidence: 99%

Implementation of digital technology for student involvement based on a 3D quest game for career guidance and assessing students' digital competences

et al. 2022

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“…It means that the examinees taking either the CBT or PBT version of FLE had similar achievement scores from the test. This finding supported some of the findings of the other previously published research findings (Garas, & Hassan, 2018;Hosseini et al, 2014;Ita et al, 2015;Karay et al, 2015;Khoshsima & Hashemi Toroujeni, 2017;Kim & Huynh, 2010;Kingston, 2009;Piaw, 2012;Mason et al, 2001) and contradicted to the findings of some other research findings (Choi, Kim, & Boo 2003;Chua & Don, 2013;Clariana, & Wallace, 2002;Hosseini et al, 2014;Maguire et al, 2010). It should be reminded here that, as mentioned by Hensley (2015), many researchers claimed an achievement difference between PBT and CBT attributed this difference to either technological issues or participant characteristics.…”

Section: Discussionsupporting

confidence: 84%

Untitled

2021

MOJET

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When the needs of present and future life are examined, 21st-century skills are gaining importance day by day. There are various teaching methods, techniques and aids that support the development of individual skills and characteristics. Coding has also taken its place among these methods and techniques and continues to gain popularity with increasing speed. In this study, the aim was to create a learning environment where pre-service teachers can experience coding practices. In this context, the study aimed to determine the views of pre-service teachers about their experiences regarding Arduino implementations. In line with this purpose, a workshop was designed where Arduino implementations with the mBlock platform included 30 students studying in the department of computer and instructional technologies, science education department and mathematics education department. This study consists of qualitative data in the form of the case study. Research data was collected with a semi-structured interview form that included four open-ended questions. The final form was obtained by receiving expert opinions about the questions. During the interview process, each participant was informed about the interview's purpose and confidentiality and registration permission was obtained. The content analysis method was used in the data analysis process. The research results were discussed in light of the literature and suggestions were made based on the experiences gained for future researchers.

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“…There is a debate about which mode of assessment-computer-based or paper-based-is a better indicator of the achievement of learning outcomes (Noyes & Garland, 2009). However, there has been a significant number of studies that have shown very little significant difference in student performance between computer-and paper-based assessments (Barros, 2019;Choi et al, 2003;Ita et al, 2014;Khoshsima et al, n.d.;Nergiz & Seniz, 2013).…”

Section: Paper-based Testing (Pbt) Versus Computer-based Testing (Cbt)mentioning

confidence: 99%

Students' and lecturers' perceptions of computerised adaptive testing as the future of assessing students

Pramjeeth,

Ramgovind

2024

J. educ. (Univ. KwaZulu-natal)

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The Covid-19 pandemic has been a catalyst for the increased adoption and acceptance of technology in teaching and learning, forcing higher education institutions (HEIs) to re-look at their assessment strategy as learning, development, and engagement move more fluidly into the online arena. A total of 623 lecturers and students in private HEIs in South Africa shared their views on adopting computerised adaptive testing (CAT) prior to its implementation at their HEI in their respective modules, and their perceptions of such a testing methodology. Our study found that lecturers and students were comfortable engaging in online learning, with a large percentage being the most comfortable with assessing and completing exams, tests, and activities online. Positive perceptions of adopting CAT as an assessment tool for their qualifications were expressed, with the majority recommending their HEI to implement CAT.

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Comparing Student Performance on Computer-Based vs. Paper-Based Tests in a First-Year Engineering Course

Cited by 5 publications

References 3 publications

Implementation of digital technology for student involvement based on a 3D quest game for career guidance and assessing students' digital competences

Implementation of digital technology for student involvement based on a 3D quest game for career guidance and assessing students' digital competences

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Students' and lecturers' perceptions of computerised adaptive testing as the future of assessing students

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