Use Of Computer-based Assessment Research Articles

Student Perceptions Regarding the Use of a Computer-Based Test (CBT) System at State Junior High School 3 Sungai Betung

The use of computer-based assessment (CBT) in education is increasing, but students’ perceptions of it are still under-researched. This study aims to explore students’ perceptions of the use of CBT in SMPN 3 Sungai Betung, a junior high school in South Kalimantan. This study uses a quantitative method with a questionnaire instrument filled by 94 students. The results show that students have positive responses to CBT, in terms of trust, comfort, and academic performance. However, students also face technical constraints, such as network problems and HP operation. This study recommends improving technological literacy, additional training, and ensuring the availability of good and adequate networks for CBT optimization. This study also emphasizes the role of teachers in supporting students to overcome technical constraints, as well as attention to the aspect of justice in technology access. Thus, CBT can be an effective evaluation tool and a means of improving the quality of learning and students’ technological readiness.

Students’ Perception in the Use of Computer-Based Assessment (C.B.A) in General Courses (G.S) in Colleges of Education in South East; A Case Study of Anambra and Imo

Students’ Perception in the Use of Computer-Based Assessment (C.B.A) in General Courses (G.S) in Colleges of Education in South East; A Case Study of Anambra and Imo

Expanding the use of computer-based assessments in medical education

The employment of computers for facilitating learning in the field of medicine is a known identity. The purpose of the current review is to explore the role of computer-based assessment in medical education and the potential challenges and strategies that need to be adopted to overcome them. An extensive search of all materials related to the topic was carried out in the PubMed search engine, and a total of 15 articles were selected based upon their suitability with the current review objectives and analyzed. The keywords used in the search include computer-based assessment and medical education. The mode of use of computers in assessment can be decided based on the purpose of the intended assessment and play an important role in helping predominantly the students to expedite their learning. Computer-based assessments offer a good option for the students to assess their knowledge and learning progression in a nonthreatening and noncompetitive environment. In conclusion, computer-based assessments can be acknowledged as an exciting prospect and have the potential to bring about reforms in the assessment in medical education. This calls for the need that each and every medical institution should gradually aim for the introduction of the same within their set-up and thus prepare students better for their future medical career.

Comparability within Computer-Based Assessment: Does Screen Size Matter?

Due to increased use of computer-based assessments, comparability studies are moving beyond paper-and-pencil versus computer-based assessments to analyze variances with computers. It is therefore practically important to determine whether screen size and definition of the device affect students’ performance. Using data from a large school district giving tests on either Macs with large, high-definition screens or Chromebooks with standard 14-inch screens, this study compared assessment results between devices by grade, subject, and item type. Results showed no significant evidence supporting a large and high-definition screen’s positive impact on students’ performance. Likewise, there was no relationship between the impact of screen size and grade level as well as item types. Limitations and future studies were discussed.

Validity of screening for psychiatric disorders in unaccompanied minor asylum seekers: Use of computer-based assessment.

Self-report screening is an important element of transcultural research. Problems concerning illiteracy, cultural sensitivity, and possible misunderstandings have been handled differently in different settings. The aim of this study was to evaluate the validity of two well-known instruments: the Hopkins Symptoms Check List (HSCL-25), and the Harvard Trauma Questionnaire (HTQ, Part IV), with a sample of 160 unaccompanied asylum-seeking adolescents from Afghanistan and Somalia. Assessments were performed 4 months after arrival in Norway, and the screening instruments were presented to the informants on computers with touch-screen function, using the program MultiCASI. Sound-files in the native languages of the informants appeared simultaneously with the written items and could be repeated by touch. We found that the screening procedures were well received and understood by the informants regardless of reading and writing abilities. Agreement between diagnoses (CIDI) and screening results were similar to other studies. Computer-based assessment in this setting was practical, cost effective, and can be recommended.

Investigating Test-Taking Behaviors Using Timing and Process Data

The use of computer-based assessments makes the collection of detailed data that capture examinees’ progress in the tests and time spent on individual actions possible. This article presents a study using process and timing data to aid understanding of an international language assessment and the examinees. Issues regarding test-taking strategies, test speededness, test design, and their relationship to examinees’ demographic backgrounds and performance are also discussed.

Multivariate zero-inflated modeling with latent predictors: Modeling feedback behavior

In educational studies, the use of computer-based assessments leads to the collection of multiple outcomes to assess student performance. The student-specific outcomes are correlated and often measured in different scales, such as continuous and count outcomes. A multivariate zero-inflated model with random effects is proposed and adapted for the challenging situation where the multiple outcomes are zero-inflated and possibly right truncated. The joint model consists of a Bernoulli component to deal with the problem of extra zeros, and a multivariate truncated component to model correlated mixed response outcomes from the same subject. In a Bayesian modeling approach, MCMC methods are used for parameter estimation. Using a simulation study, it is shown that the within-individual correlation between counts can be accurately estimated together with the other model parameters. The multivariate zero-inflated model is applied to a computer-based feedback study about computer literacy, where first-year bachelor students were given the opportunity to receive additional feedback. The total number of feedback pages visited and the total feedback processing time are modeled using a Poisson and a Gamma distribution, respectively. The joint modeling framework is extended to incorporate explanatory latent variables (student performance and speed of working), to explore individual heterogeneity in feedback behavior in a computer-based assessment.

The Human-Computer Interface in Computer-Based Concussion Assessment

Recent progress in technology has allowed for the development and validation of computer-based adaptations of existing pencil-and-paper neuropsychological measures and comprehensive cognitive test batteries. These computer-based assessments are frequently implemented in the field of clinical sports psychology to evaluate athletes’ functioning postconcussion. These tests provide practical and psychometric advantages over their pencil-and-paper counterparts in this setting; however, these tests also provide clinicians with unique challenges absent in paper-and-pencil testing. The purpose of this article is to present advantages and disadvantages of computer-based testing, generally, as well as considerations for the use of computer-based assessments for the evaluation of concussion among athletes. Furthermore, the paper provides suggestions for further development of computerized assessment of sports concussion given the limitations of the current technology.

A Descriptive Analysis of Seizure Events Among Adults Who Participated in a Computer-Based Assessment

The purpose of this study was to document seizure events associated with the use of a computer-based assessment and to describe the contextual factors surrounding these seizure episodes. Study participants were adults with epilepsy who were enrolled at research sites in Atlanta and Boston. Subjects were asked to complete a computer-based assessment at 3 time points. Fourteen seizure events were documented; they occurred during 1.6% of all completed assessments (896) and affected 4.4% of the participants (320). The mean age of participants who experienced seizure events was 41.4 years; about 70% were female, and 70% were white. A variety of possible precipitating factors for seizure events included hunger, fatigue, stress, and medication changes. Participants indicated computer use could have triggered their seizures in 2 instances. These findings suggest use of computer-based assessments may pose minimal risks for adults with epilepsy, particularly those without a history of photosensitivity epilepsy.

Subscales measuring symptoms of non‐specific depression, anhedonia, and anxiety in the Edinburgh Postnatal Depression Scale

There has been considerable research and clinical interest in the comorbidity of anxiety and depression in the post-partum period, and specifically in the possibility that the commonly used Edinburgh Postnatal Depression Scale (EPDS) incorporates an anxiety component. We hypothesized that the recommended version of factor analysis (Fabrigar, Wegener, MacCallum, & Strahan, 1999) would identify such covert dimensions more reliably than the commonly used principal components analysis with varimax rotation and eigenvalues greater than 1. Principal axis factor extraction with parallel analysis and oblique (direct quartimin) factor rotation was applied to the 10 EPDS items. The study used a sample of recent mothers recruited and assessed via e-mail and the Internet (N=440). In addition to the EPDS, the Hospital Anxiety and Depression Scale (HADS) and the Positive and Negative Affect Scales (PANAS) were also administered. Three factors were found, which were identified as 'non-specific depressive symptoms', 'anhedonia', and 'anxietal symptoms' subscales, respectively. These subscales were regressed on the HADS anxiety and depression and the PANAS positive and negative affectivity scales, with results substantially consistent with current structural models of the taxonomy of the emotional disorders. The data were obtained from a self-selected non-clinical sample. In addition, it is known that the use of computer-based assessment may tend to inflate self-report scores. It was concluded that there is now sufficient evidence that clinicians should not assume the EPDS to be unidimensional, but should assess all three subscales when screening for susceptibility to post-partum depression and/or post-partum anxiety.

Twelve tips for computer-based assessment in medical education

The use of computers in education in general and in medical education in particular is nowadays well established, but the use of computer-based assessment (CBA) in higher education lags behind. In this article we explore the reasons for this situation and provide tips for teachers to guide the introduction of CBA, based on our experiences. Attention is given to benefits and drawbacks of CBA hardware solutions, the choice of software, types of test questions, security, instructing students and teachers and evaluation.

The use of computer-based assessments in a field biology module

Formative computer-based assessments (CBAs) for self-instruction were introduced into a Year-2 field biology module. These CBAs were provided in ‘tutorial’ mode where each question had context-related diagnostic feedback and tutorial pages, and a self-test mode where the same CBA returned only a score. The summative assessments remained unchanged and consisted of an unseen CBA and written reports of field investigations. When compared with the previous three year-cohorts, the mean score for the summative CBA increased after the introduction of formative CBAs, whereas mean scores for written reports did not change. It is suggested that the increase in summative CBA mean score reflects the effectiveness of the formative CBAs in widening the students’ knowledge base. Evaluation of all assessments using an Assessment Experience Questionnaire indicated that they satisfied the ‘11 conditions under which assessment supports student learning’. Additionally, evidence is presented that the formative CBAs enhanced self-regulated student learning.

The Potential Use of Computer-Based Assessment for Knowledge Testing of General Practice Registrars

The Potential Use of Computer-Based Assessment for Knowledge Testing of General Practice Registrars

Ethical Dilemmas in Applying Second-Wave Information Technology to Social Work Practice

Ethical Dilemmas in Applying Second-Wave Information Technology to Social Work Practice

Ethical Issues in the Use of Computer-Based Assessment

In the past several years, increasing concern has been raised about the ethical issues involved in computer applications in mental health, particularly regarding computerized psychological testing and interpretation. The ethical concerns are reviewed relative to the various activities computers may be asked to perform. The authors argue that in some cases the use of computer-assisted assessment may be viewed as at least as, if not more, ethical than the clinician. In others, particularly regarding computer-based test interpretation, the authors recognize the existence of problems, but feel solutions for many of these exist. Even where problems remain, these should not preclude the use of technolgoies, but rather signal the need for careful use. Even where problems remain, these should not preclude the use of these technologies, but rather signal the need for careful use. Some specific concerns covered are dehumanization, nonvalidated computer test interpretation, the use of computer assessment by untraine...

Computerized Assessment Instruments

This article examines a number of issues that must be considered when using a variety of computer environments and software to assess client problems and to evaluate progress in treatment. Since there is a rapidly growing interest in and useof computer technology for client assessment using standardized instruments, it is important to examine the performance and the potential that is provided by such technology. This article examines present and future possibilities, performace standards, and the strengths and weaknesses of computer-based assessments. In concluding the article, guidelines are offered for practitioners to consider when selecting various approaches to the use of computer-based assessments are provided access to systems which they may obtain at no cost in order to gain familiarity with such applications.