Innovative Items for Computerized Testing

Parshall, Cynthia G.; Harmes, J. Christine; Davey, Tim; Pashley, Peter J.

doi:10.1007/978-0-387-85461-8_11

Cited by 32 publications

(35 citation statements)

References 14 publications

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“…Despite the large number of Computer-based Testing solutions in use nowadays, there is still the need of creating innovative ways of representing tests (Boyle & Hutchison, 2009;Elliott, 2008;Parshall et al, 2010;Ridgway & McCusker, 2003). This paper discusses how technologies, especially smartphones, can be employed to assess the students' knowledge and skills (Dearnley et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…They claim that the creation of new types of questions can improve the measuring of students' knowledge and skills. As has been studied by researchers, computers can be used to assess higher order skills that are impossible or very difficult to assess using traditional methods (Boyle & Hutchison, 2009;Parshall, Harmes, Davey, & Pashley, 2010;Ridgway & McCusker, 2003).…”

Section: Computing-based Testing: the Evolution Of Computer-based Tesmentioning

confidence: 99%

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QuesTInSitu: From tests to routes for assessment in situ activities

Santos

Pérez‐Sanagustín

Hernández‐Leo

et al. 2011

Computers & Education

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Test-based assessment tools are mostly focused on the use of computers. However, advanced Information and Communication Technologies, such as handheld devices, opens up the possibilities of creating new assessment scenarios, increasing the teachers' choices to design more appropriate tests for their subject areas. In this paper we use the term Computing-Based Testing (CBT) instead of Computer-Based Testing, as it captures better the emerging trends. Within the CBT context, the paper is centred on proposing an approach for "Assessment in situ" activities, where questions have to be answered in front of a real space/location (situ). In particular, we present the QuesTInSitu software implementation that includes both an editor and a player based on the IMS Question and Test Interoperability specification and GoogleMaps. With QuesTInSitu teachers can create geolocated questions and tests (routes), and students can answer the tests using mobile devices with GPS when following a route. Three illustrating scenarios and the results from the implementation of one of them in a real educational situation show that QuesTInSitu enables the creation of innovative, enriched and context-aware assessment activities. The results also indicate that the use of mobile devices and location-based systems in assessment activities facilitates students to put explorative and spatial skills into practice and fosters their motivation, reflection and personal observation. Keywordsimproving classroom teaching; interactive learning environments; mobile assessment; assessment in situ

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Section: Discussionmentioning

confidence: 99%

Section: Computing-based Testing: the Evolution Of Computer-based Tesmentioning

confidence: 99%

QuesTInSitu: From tests to routes for assessment in situ activities

Santos

Pérez‐Sanagustín

Hernández‐Leo

et al. 2011

Computers & Education

View full text Add to dashboard Cite

show abstract

“…They can also result in improvements in the instructions in future test forms. This study adds to the research that has already been conducted at the previously described phases of test development (e.g., McKinley, Mills, Reese, Schaeffer, & Steffen, 1993;Nissan & Schedl, 2012;Parshall, Harmes, Davey, & Pashley, 2010).…”

Section: Cognitive Interview Methodsmentioning

confidence: 88%

Usability of Interactive Item Types and Tools Introduced in the New GRE^® revised General Test

Swiggett

Kotloff

Ezzo

et al. 2014

ETS Research Report Series

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The computer‐based Graduate Record Examinations® (GRE®) revised General Test includes interactive item types and testing environment tools (e.g., test navigation, on‐screen calculator, and help). How well do test takers understand these innovations? If test takers do not understand the new item types, these innovations may introduce construct‐irrelevant variance, with test takers performing differently than they would with more familiar item types. Similarly, the navigational and other test environment tools are another potential source of variance, if some test takers understand how to use them and others do not. In this study, we examined the reactions, engagement, and difficulties encountered as 20 potential test takers completed Verbal and Quantitative Reasoning sections of a practice GRE test. Participants were sophomores and juniors from colleges and universities in the local area. Their reactions were captured through the use of cognitive laboratory sessions that incorporated interviews that required test takers to think aloud, as well as researcher observations as test takers worked quietly. Results of the analysis of this data revealed that some participants needed time to figure out what was being asked of them when they encountered the new item types, although most were able to answer each item eventually. On the other hand, most participants stated that they did not even notice the test environment tools, and few were observed actually using the tools. Several participants provided suggestions about improving the usability of the new item types and test environment tools.

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“…It consists of questions that represent learning objectives and knowledge items. A taxonomy using seven dimensions is identified by Parshal et al [19]. A more recent taxonomy based on 28 item types used in computer based testing is presented by Scalize and Gifford [20].…”

Section: A E-assessment Systemmentioning

confidence: 99%

Adaptive interactive online course on Computer Architecture and Organization

Gušev

Ristov

Armenski

2013

2013 12th International Conference on Information Technology Based Higher Education and Training (ITHET)

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In the last 10 years we have provided an interactive online course on Computer Architecture and Organization, which uses Online Learning and Interactive e-Assessment technology to support easier learning.The technology enabled an interactive environment which, checks student's knowledge and enables continuation to the next learning environment based on decision making criteria to check if sufficient knowledge is acquired by the student for a given learning objective. The system works in such a way, that the decision is made based on three correct answers in a row for questions set in a given area. Our experience shows that establishing interactive environment for online learning helps the students to gain knowledge and skills more easily, and improves the overall understanding and knowledge discovery and construction for the given course.

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Innovative Items for Computerized Testing

Cited by 32 publications

References 14 publications

QuesTInSitu: From tests to routes for assessment in situ activities

QuesTInSitu: From tests to routes for assessment in situ activities

Usability of Interactive Item Types and Tools Introduced in the New GRE^® revised General Test

Adaptive interactive online course on Computer Architecture and Organization

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Innovative Items for Computerized Testing

Cited by 32 publications

References 14 publications

QuesTInSitu: From tests to routes for assessment in situ activities

QuesTInSitu: From tests to routes for assessment in situ activities

Usability of Interactive Item Types and Tools Introduced in the New GRE® revised General Test

Adaptive interactive online course on Computer Architecture and Organization

Contact Info

Product

Resources

About

Usability of Interactive Item Types and Tools Introduced in the New GRE^® revised General Test