Computer Versus Paper—Does It Make Any Difference in Test Performance?

Karay, Yassin; Schauber, Stefan K.; Stosch, Christoph; Schüttpelz-Brauns, Katrin

doi:10.1080/10401334.2014.979175

Cited by 48 publications

(41 citation statements)

References 13 publications

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“…Although our study only included computer-based exams, a study performed with German medical students found no difference in performance on paper-or computer-based exams. 30 Studies have also found that students performed better on computer-based exams that allowed for answer changes than computer-based exams that did not allow for revision. 28,31 Our sample size still constitutes a larger sample than in other studies 8,9 and did not rely on student volunteers whose knowledge of the study could introduce other biases.…”

Section: Resultsmentioning

confidence: 99%

The Benefit of a Switch: Answer‐Changing on Multiple‐Choice Exams by First‐Year Dental Students

Pagni

Bak

Eisen³

et al. 2017

Journal of Dental Education

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The aim of this study was to determine if dental students would benefit from changing their initial responses to what they have deemed to be more suitable answers during high-stakes multiple-choice examinations. Students are often advised to stay with their first answers despite evidence from other fields suggesting this is not the best course for obtaining optimal final exam scores. Data were collected for 160 first-year DMD students in fall 2013 for three operative dentistry and four biochemistry exams at Tufts University School of Dental Medicine. As students take all of their exams through ExamSoft, a test-taking software application that tracks and records all changes students make during the exam period, the subjective nature of previous studies on answer changing was eliminated. The results showed that all students changed their answers on a minimum of nine questions over the seven exams, with an average of 26.55 (SD=8.8) questions changed per student. Answers changed from an incorrect to a correct response comprised nearly 65% of total answer changes, while changes from a correct to an incorrect answer encompassed slightly above 10% of answer changes. Nearly all students (99.4%) benefitted from answer-changing with a net gain of at least two correct questions, with only one student not increasing the final score. Overall, the students greatly benefitted from changing their answer choice, suggesting that dental students could be advised to change their answers from their first choice if they identify a better option when taking multiple-choice exams.

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Section: Resultsmentioning

confidence: 99%

The Benefit of a Switch: Answer‐Changing on Multiple‐Choice Exams by First‐Year Dental Students

Pagni

Bak

Eisen³

et al. 2017

Journal of Dental Education

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“…A research compared the speed of information processing among people using computers with people who use sheets of paper. The study found that using the computer the processing time decreased [9, 14]. The reason for the longer processing time when using the pencil version would be due to the time required to write the response, controlling the correct transfer of the response.…”

Section: Discussionmentioning

confidence: 99%

Development of a computer-aided design software for the quantitative evaluation of aesthetic damage

et al. 2019

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Concerns associated with the assessment of aesthetic damage or injury raise critical difficulties, such as the scarcity of methodology and standardization that may result in fundamental precepts to establish impartial forms of compensation and aiming the total reparation of bodily injury. The complexity of the aesthetic damage evaluation is associated with the confluence of legal and technical perspectives and expert subjectivity while conducting examination and writing a report. Experts face additional difficulties associated with the objectivity while assessing aesthetic damage, independently on its location or expert skills, due to complex details observed in these lesions. Another situation in the clinical area, doctors (mainly plastic surgeons) and dentists could show the improvement or not, of the aesthetic condition to the patients. In health related areas, the use of information technology has contributed to increase the number of appropriate diagnoses, besides promoting quality, efficiency and satisfaction to health care providers. In order to make this assessment more objective, a technological tool was developed to aid experts in the evaluation of aesthetic damage and report elaboration. The objective was to develop computer-aided design software for aesthetic damage quantification/evaluation that is accessible via internet to be applied as a complementary report on body aesthetic damage. The software uses as a parameter the AIPE method, translated transculturally from Spanish to Portuguese and English. The present study allowed the construction of open access auxiliary software for the evaluation of corporal aesthetic damage. Its use is facilitated by intuitive and interactive filling, and the text may be customized by the user. It transforms the report into PDF and saves all evaluations already done in its own file. Information is encrypted for added security and confidentiality. The software is available on website at https://www.aestheticdamage.com.

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“…Adanya dua sistem ujian yang diberlakukan, terkadang tidak menjadikan hal luar biasa pada saat pelajaran matematika. Hal ini dikarenakan siswa terkadang telah terbiasa dengan sistematika yang berbeda dalam penyelenggaraan UN (Karay, Schauber, Stosch, & Brauns, 2015). Penggunaan sistematika yang berbeda tidak memberikan dampak yang besar bagi siswa, sehingga dapat dikatakan bahwa stimulus-stimulus yang dapat meningkatkan konsentrasi siswa untuk mempersiapkan diri dalam mengerjakan soal matematika sangat sedikit.…”

Section: Pembahasanunclassified

“…Adapun penelitian yang dilakukan di Jerman justru memberikan hasil yang sangat jauh berbeda. Setiap siswa memiliki pemahaman yang berbeda dalam mengoperasikan komputer sehingga menimbulkan kekhawatiran tersendiri dalam diri siswa yang berujung pada hasil yang diperoleh (Karay, Schauber, Stosch, & Brauns, 2015). Hasil yang sama juga diperoleh dari penelitian di Indonesia, bahwa siswa memiliki kecemasan yang meningkat ketika menghadapi ujian berbasis komputer terutama pada saat pelajaran matematika (Sulistyaningsih & Sugiman, 2016).…”

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Komparasi Kredibilitas Penyelenggaraan Unbk Dan Unkp Pada Pelajaran Matematika

Kusaeri

Hamdani

Suparto

et al. 2018

JIP

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Administration Credibility of the Computer-based and the Paper-and-pencil National Examination in Mathematics Subject. This survey compares the administration credibility between computer-based and paper-and-pencil national examination of one subject, that is, mathematics. The credibility was measured from the perspectives of RAVEN – reputation, ability to observe, vested interest, expertise, and neutrality. Three schools in Pasuruan regency were selected to represent the computer-based, and another three to represent the paper-and-pencil test. The data were collected after the 2017 national examination using questionnaires and interview guide. The questionnaires were distributed to the students and mathematics teachers, whereas the interviews were carried out with the headmasters. The results of data analysis reveal that the computer-based final exam have better credibility in the areas of ability to observe and expertise, while the paper-and-pencil one in reputation and neutrality. In terms of vested interest, the two types of test do not differ.Abstrak: Komparasi Kredibilitas Penyelenggaraan UNBK dan UNKP pada Pelajaran Matematika. Penelitian ini bertujuan membandingkan kredibilitas penyelenggaraan UNBK dan UNKP yang berfokus pada mata pelajaran matematika. Kredibilitas UN dalam penelitian ini dilihat dari aspek reputation, ability to observe, vested interest, expertise, dan neutrality atau RAVEN. Penelitian ini termasuk dalam kategori penelitian survei, dilakukan di Kabupaten Pasuruan pada Bulan April - Mei 2017 (setelah diselenggarakannya UN 2017). Sampel penelitian yakni 3 sekolah penyelenggara UNBK dan 3 sekolah penyelenggara UNKP dengan menggunakan teknik pengumpulan data berupa kuesioner dan wawancara. Kuesioner diberikan kepada siswa dan guru matematika sedangkan wawancara dilakukan pada kepala sekolah. Hasil penelitian menunjukkan bahwa UNBK unggul pada aspek ability to observe dan expertise, sedangkan UNKP unggul pada aspek reputation dan neutrality. Pada aspek vested interest, perbandingan antara UNBK dan UNKP adalah sama.

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Computer Versus Paper—Does It Make Any Difference in Test Performance?

Cited by 48 publications

References 13 publications

The Benefit of a Switch: Answer‐Changing on Multiple‐Choice Exams by First‐Year Dental Students

The Benefit of a Switch: Answer‐Changing on Multiple‐Choice Exams by First‐Year Dental Students

Development of a computer-aided design software for the quantitative evaluation of aesthetic damage

Komparasi Kredibilitas Penyelenggaraan Unbk Dan Unkp Pada Pelajaran Matematika

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