Computer-based testing: An alternative for the assessment of Turkish undergraduate students

2008 ◽  
Vol 51 (3) ◽  
pp. 1198-1204 ◽  
Author(s):  
Omur Akdemir ◽  
Ayse Oguz
Keyword(s):  
Undergraduate Students ◽  
Computer Based ◽  
Computer Based Testing

scholarly journals Cross-Mode Comparability of Computer-Based Testing (CBT) Versus Paper-Pencil Based Testing (PPT): An Investigation of Testing Administration Mode among Iranian Intermediate EFL Learners

2017 ◽  
Vol 10 (2) ◽  
pp. 23 ◽  
Author(s):  
Hooshang Khoshsima ◽  
Monirosadat Hosseini ◽  
Seyyed Morteza Hashemi Toroujeni
Keyword(s):  
Undergraduate Students ◽  
Pearson Correlation ◽  
Language Assessment ◽  
State University ◽  
Pearson Correlation Test ◽  
Computer Based ◽  
Computer Based Testing ◽  
Testing Mode ◽  
And Performance ◽  
And Gender

Advent of technology has caused growing interest in using computers to convert conventional paper and pencil-based testing (Henceforth PPT) into Computer-based testing (Henceforth CBT) in the field of education during last decades. This constant promulgation of computers to reshape the conventional tests into computerized format permeated the language assessment field in recent years. But, enjoying advantages of computers in language assessment raise the concerns of the effects that computerized mode of testing may have on CBT performance. Thus, this study investigated the score comparability of Vocabulary in Use test taken by 30 Iranian undergraduate students studying at a state university located in Chabahar region of Iran (CMU) to see whether scores from two administrations of testing mode were different. Therefore, two similar tests were administered to the male and female participants on two testing mode occasions with four weeks interval. Employing One-Way ANOVA statistical test to compare the mean scores and Pearson Correlation test to find the relationship between mode preference and performance revealed that two sets of scores were not different and gender difference was not also considered a variable that might affect performance on CBT. Based on the results, computerized version of the test can be considered a favorable alternative for the state undergraduate students in Iran.

scholarly journals Comparison of test performance on paper-based testing (PBT) and computer-based testing (CBT) by English-majored undergraduate students in China

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Wenjing Yu ◽  
Noriko Iwashita
Keyword(s):  
Undergraduate Students ◽  
Mixed Method ◽  
Test Performance ◽  
Impact Test ◽  
Comfort Level ◽  
Proficiency Tests ◽  
Structured Interviews ◽  
Computer Based ◽  
Computer Based Testing ◽  
Testing Mode

AbstractComputer-based testing (CBT), which refers to delivering assessments with computers, has been widely used in large English proficiency tests worldwide. Despite an increasing CBT in China, limited research is available concerning whether CBT can be used for the Test for English Majors-Band 4 (TEM 4). The current study investigated whether testing mode impacted TEM 4 score and factors (i.e., computer familiarity level and attitude towards CBT) that might correlate with performance on CBT of TEM 4. Overall 92 Chinese undergraduate students were randomly assigned to one of the groups, i.e., CBT or paper-based testing (PBT), and took the test. A mixed method was employed, including (1) quantitative and qualitative analysis of test performance in two modes, as well as CBT group participants’ computer familiarity and attitudes towards the mode; and (2) thematic analysis of semi-structured interviews. The results revealed that (1) test scores in CBT and PBT were comparable; (2) two items in the computer familiarity questionnaire, i.e., comfort level of reading articles on the computer and forgetting time when using computers, positively correlated with CBT scores; and (3) participants’ attitude towards CBT did not impact test performance.

University of Ilorin Undergraduate Students’ Perceptions of the Usefulness and Challenges regarding Computer-Based Testing

Mousaion ◽  
2020 ◽  
Vol 37 (4) ◽  
Author(s):  
Nafisa Rabiu ◽  
Adetola Kehinde ◽  
Halimah Odunayo Amuda ◽  
Kehinde Kadijat Kadiri
Keyword(s):  
Undergraduate Students ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Assessment System ◽  
University Management ◽  
Web Based ◽  
Computer Based ◽  
Computer Based Testing ◽  
High Level ◽  
The University

This study investigated the perceptions of undergraduate students at the University of Ilorin, Nigeria, of the usefulness and challenges associated with computer-based testing. The population for the study consisted of undergraduate students at the University of Ilorin. According to the data collected from the Directorate of Academic Planning at the University of Ilorin, Nigeria, the population of undergraduate students for the 2017/2018 academic session was 43 983. A simple random sampling technique was used to select the sample. A questionnaire was used as data collection instrument. The findings from the study showed that using a web-based assessment system contributed positively to the undergraduate students’ academic achievements while the majority of them preferred taking all their exams with the web-based assessment system. The findings further revealed that to the undergraduate students, CBT is an interesting technique in examinations and makes the taking of examinations easier. Also, there is high level of competence among undergraduate students with regard to possession of the required skills for CBT examinations. Delays in the commencement of the exams, power failures at the CBT centre and overcrowding are major challenges encountered by the students taking CBT examinations. One of the study recommendations was that the university management should endeavour to eliminate the delays in the commencement of tests by providing assessment timetables which should be strictly adhered to.

scholarly journals COMPUTER-ORIENTED RE-TESTING OF STUDENTS AND POSTGRADUATE STUDENTS STUDY RESULTS IN MOODLE

2021 ◽  
pp. 391-395
Author(s):  
Volodymyr Starosta
Keyword(s):  
Distance Learning ◽  
Undergraduate Students ◽  
Online Survey ◽  
Research Problem ◽  
Master's Students ◽  
Postgraduate Students ◽  
Study Results ◽  
Computer Based ◽  
Computer Based Testing ◽  
The Impact

The urgency of the research problem is due to the need to find new opportunities for computer-based testing, especially in the current context of the COVID-19 pandemic, when most higher education institutions operate in a distance learning environment. The aim of the article is to study the impact of retesting on the performance of students and postgraduate students on the example of studying some pedagogical disciplines in a classical university. The author used the following research methods: theoretical - in order to understand the features of computer-based testing of students in high school, formulating the conclusions of the study, etc. (analysis and synthesis, comparison, generalization, etc.); empirical – to develop didactic tests and identify indicators of initial and re-testing of students and postgraduate students (online survey, pedagogical observation); mathematical – to process the results using the computer program IBM SPSS Statistics 23. The author obtained the following specific results: according to an online survey of 1211 respondents (during 2020), almost 67% of undergraduate students, 70% of undergraduates and 83% of university students study in Moodle most disciplines during the COVID-19 pandemic. The Moodle system is most prevalent in distance learning during the COVID-19 pandemic at the university. The coefficients of internal consistency (Cronbach’s alpha) of the developed tests are equal to 0,80-0,94 for different disciplines. Students and postgraduate students took the mandatory first test at Moodle, and they also had the opportunity to retake the test of their choice. Retesting helps to improve the performance of students and postgraduate students. The average increase in test score (%) between the test and re-test was in the range of 2 -16 for various disciplines (2-14 for bachelor’s students, 11-16 for master’s students, 3-5 for postgraduate students).

scholarly journals Student Perception of Computer Based Testing in Kwara State Nigeria

2022 ◽  
Vol 17 (1) ◽  
pp. 0-0
Keyword(s):  
Undergraduate Students ◽  
Student Perception ◽  
Student Assessment ◽  
University Administrators ◽  
Testing Technique ◽  
Computer Based ◽  
Computer Based Testing ◽  
The Creation ◽  
And Performance ◽  
The Relationship

Computer Based Testing has become a prominent method in student assessment in Nigeria and student perception on this testing technique is paramount. This study examined the perception of undergraduate students towards computer based testing by comparing several modules studied by Undergraduate students in Nigeria which constitutes a major gap in literature. Results showed that majority of students preferred computer based testing to paper based testing but were not will to adopt this technique in all courses. Results further showed majority of students showed preference to paper based tests in Mathematics more than 50% of students had below average grades when the CBT technique was implemented. Similarly, students showed poor grades in Mathematics, Chemistry and Physics, results further showed the relationship between computer and anxiety and performance in in Mathematics .This study has implications for university administrators in the creation of policies for Computer based testing

Promoting positive washforward through personalised test feedback and other benefits: Piloting a computer-based testing system

2020 ◽  
Vol 10 (1) ◽  
pp. 235-244
Author(s):  
Elena A. M. Gandini ◽  
Tania Horák
Keyword(s):  
Foreign Language ◽  
Testing System ◽  
Test Results ◽  
Test Feedback ◽  
Teachers And Students ◽  
Computer Based ◽  
Computer Based Testing ◽  
The University ◽  
Future Learning ◽  
Personalised Feedback

AbstractThis contribution reports on the developing and piloting of a computer-based version of the test of English as a foreign language produced by the University of Central Lancashire (UCLan), where it is currently used for the admission of international students and the subsequent evaluation of their language progress. Among other benefits, computer-based testing allows for better and individualised feedback to both teachers and students, and it can provide a more authentic test experience in light of the current digital shift that UK universities are undergoing. In particular, the qualitative improvement in the feedback available for test-takers and teachers was for us a crucial factor. Providing students with personalised feedback, that is, directly linked to their performance, has positive washforward, because it means we can guide their future learning, highlighting the areas they need to work on to improve their language skills and giving them suggestions on how to succeed in academia. Furthermore, explaining the meaning of test results in detail improves transparency and ultimately washback, as teachers can use the more accessible marking criteria, together with information on how their students performed, to review plans and schemes of work for subsequent courses.

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