Enhancing a Computer-Based Testing Environment with Optimum Item Response Time

Delen, Erhan

doi:10.12973/eurasia.2015.1404a

Cited by 7 publications

(5 citation statements)

References 30 publications

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“…This implies that the teacher-respondents were competent in the blended learning modality. This result is related to Delen's (2015) study about teaching methodologies that the methods of teaching and assessing, the use of blended instruction via Internet-based environments, or computer-based testing via contemporary testing environment need to be revised.…”

Section: Blended Learning Competency Indicators Weighted Meanmentioning

confidence: 99%

Relationship of Technological Skills and Blended Learning Competency among Teachers of Local City College

Marquez¹

2022

IJRP

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Teachers' technological skills and blended learning competency play a very integral role in students' understanding, in offering assistance, and in taking the necessary steps to ensure students achieve learning objectives. The main objective of the study is to determine the teacher's level of technological skills in terms of Basic Computer Skills and Internet and Navigation Skills; determine the teacher's level of blended learning competency and the significant relationship between teacher's technological skills and teacher's blended learning competencies. The study employed a descriptive-quantitative research design using a modified survey questionnaire based on the National ICT Competency Standard of the Commission on Information and Communications Technology and Computer Literacy Questionnaire and NGLC Professional Learning Blended Learning Teacher Competency Framework to determine the teacher's level of technological skills and blended learning competencies among 18 teachers of the Local City College of Zamboanga City. It was concluded that the teacher-respondents are technologically skilled in terms of Basic Computer Skills and Internet and Navigation Skills. They were knowledgeableand equipped with the necessary skills on the basic components of a personal computer, the management of files and print documents, the uses of the internet and electronic mail for educational and personal purposes, and the tools for slides presentation. The teacher-respondents were competent in teaching in the blended learning modality. There was a moderate correlation between the teacher's level of technological skills and level of blended learning competency when analyzed. Teacher-respondents who were skilled in the use of technology were also competent in teaching in the blended learning modality.

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Section: Blended Learning Competency Indicators Weighted Meanmentioning

confidence: 99%

Relationship of Technological Skills and Blended Learning Competency among Teachers of Local City College

Marquez¹

2022

IJRP

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“…Furthermore, response time did not only measure the time to process comprehension but also the time to read the choices. Further research on response time recording should be undertaken to improve measurements in the test (Wise & DeMars, 2006), for example by displaying the optimum item response time to test-takers in order to avoid rapid guessing behaviours (Delen, 2015).…”

Section: Limitationsmentioning

confidence: 99%

High Potential of Computer-Based Reading Assessment

Auphan

Écalle

Magnan

2020

CJLT

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The aim of this study is to propose advantages provided by computerized tools when assessing reading ability. A new computer-based reading assessment evaluating both word reading and reading comprehension processes was administered to 687 children in primary (N=400) and secondary (N=287) schools. Accuracy (weighted scores) and speed of access (response times) automatically recorded by the software were analyzed based on developmental issues (Anovas), correlation matrices, structural equation modeling and clinical interpretation. Results underlined the validity and reliability of the tool. The Discussion addresses the limitations of the present computer-based assessment and presents perspectives for taking fuller advantage of computerized technologies.

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“…The choice of multiple choice format is often used in physics assessment, eventhough rarely able to measure high-level thinking skills (Erfianti, Istiyono & Kuswanto, 2019) include problem solving skills.. In fact, multiple choice has weaknesses, it is student answer questions (Delen, 2015) and cheating among students (Dindar, Yurdakul & Donmez, 2013), so it cannot measure students' problem solving abilities. The use of reasoned multiple choice to reduce students who answer randomly.…”

Section: Wwwijerecommentioning

confidence: 99%

Developing Assessment Instrument to Measure Physics Problem Solving Skills for Mirror Topic

Permatasari¹,

Istiyono²,

Kuswanto³

2019

International Journal of Educational Research Review

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The Problem solving skills are needed to students in physics learning. Physic problem can be seen in daily, such as mirror topic. Student who has problem solving skills can solve question of mirror topic not only by equation, but also use concepts and principles what he know. This research aimed to develop a valid physics assessment to measure problem-solving skills for Senior High School Students grade XI. The development stages include: (1) determination for general purpose, (2) conceptual definition, (3) operational definition, (4) establishment for indicators, (5) construction for grid questions, and (6) determination for test form. The development stage includes: (1) the content validation by experts, (2) revision of the instrument, (3) the prepation for research (4) trial and empirical validation. The disseminate stage was publication of journal. Subjects of this research was 55 students of Senior High School 2 Yogyakarta. Students as subjects of this research was chosen who had learned mirror topic. According the result of the content validation and the empiric validation, assessment instrument was valid to measure physics problem solving skills in mirror topic. The content validation has 0,96 for all items, while the empirical validation has 0,97 ± 0,18 for Infit MNSQ, it means all items are in accordance with PCM model. the assessment instrument has value of goodness of fit un range-0.94 to 1.12 and has level of item difficulty in range-0,94 to 1.12, those mean all items in the assessment instrumen are good. Futhermore, the assessment instrument is valid in the content validation and the empirical validation and able to measure physics problem solving skills. Categories problem-solving skills of subjects obtained of low, medium and high category.

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Enhancing a Computer-Based Testing Environment with Optimum Item Response Time

Cited by 7 publications

References 30 publications

Relationship of Technological Skills and Blended Learning Competency among Teachers of Local City College

Relationship of Technological Skills and Blended Learning Competency among Teachers of Local City College

High Potential of Computer-Based Reading Assessment

Developing Assessment Instrument to Measure Physics Problem Solving Skills for Mirror Topic

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