Use Of Computers In Assessment Research Articles

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.

Use of computers and Internet among people with severe mental illnesses at peer support centers.

Peer support centers are an ideal setting where people with severe mental illnesses can access the Internet via computers for online health education, peer support, and behavioral treatments. The purpose of this study was to assess computer use and Internet access in peer support agencies. A peer-assisted survey assessed the frequency with which consumers in all 13 New Hampshire peer support centers (n = 702) used computers to access Internet resources. During the 30-day survey period, 200 of the 702 peer support consumers (28%) responded to the survey. More than 3 quarters (78.5%) of respondents had gone online to seek information in the past year. About half (49%) of respondents were interested in learning about online forums that would provide information and peer support for mental health issues. Peer support centers may be a useful venue for Web-based approaches to education, peer support, and intervention. Future research should assess facilitators and barriers to use of Web-based resources among people with severe mental illness in peer support centers. (PsycINFO Database Record

Validity of two methods to assess computer use: Self-report by questionnaire and computer use software

A long duration of computer use is known to be positively associated with Work Related Upper Extremity Disorders (WRUED). Self-report by questionnaire is commonly used to assess a worker's duration of computer use. The aim of the present study was to assess the validity of self-report and computer use software (WorkPace ®) to assess the duration of computer use in a heterogeneous office population and for different job types. Ninety-nine bank employees with various job titles participated in the study. The duration of computer use was assessed simultaneously by self-report (questionnaire), WorkPace ® and direct observation. Observation was regarded as the golden standard. On average, self-reports overestimated the observed duration of computer use with 39%. This overestimation was reduced to 9% when using WorkPace ®. Viewing times (time viewing the screen without touching mouse or keyboard) differed between computer jobs. It was concluded that computer use statistics yield rather accurate estimations of duration of computer use, whereas self-reports do not. These estimations can be further improved by using specific viewing time estimations for different computer jobs. Relevance to industry To develop guidelines for safe duration of computer use and to assess high-risk groups, valid but simple exposure assessment methods are needed. Computer use software proves to be more valid than self-reports by questionnaire that are commonly used.

TRENDS IN COMPUTER-BASED SECOND LANGUAGE ASSESSMENT

In the last 20 years, several authors have described the possible changes that computers may effect in language testing. SinceARAL's last review of general language testing trends (Clapham, 2000), authors in theCambridge Language Assessment Serieshave offered various visions of how computer technology could alter the testing of second language skills. This chapter reflects these perspectives as it charts the paths recently taken in the field. Initial steps were made in the conversion of existing item types and constructs already known from paper-and- pencil testing into formats suitable for computer delivery. This conversion was closely followed by the introduction of computer-adaptive tests, which aim to make more, and perhaps, better, use of computer capabilities to tailor tests more closely to individual abilities and interests. Movement toward greater use of computers in assessment has been coupled with an assumption that computer-based tests should be better than their traditional predecessors, and some related steps have been taken. Corpus linguistics has provided tools to create more authentic assessments; the quest for authenticity has also motivated inclusion of more complex tasks and constructs. Both these innovations have begun to be incorporated into computer-based language tests. Natural language processing has also provided some tools for computerized scoring of essays, particularly relevant in large-scale language testing programs. Although computer use has not revolutionized all aspects of language testing, recent efforts have produced some of the research, technological advances, and improved pedagogical understanding needed to support progress.

The role of computer-aided assessment in health professional education: a comparison of student performance in computer-based and paper-and-pen multiple-choice tests

There is a lack of empirical research in the use of computers in assessment. A study was conducted to compare student performance in computerized and paper-and-pen multiple-choice tests and assess the extent and effect of 'computer anxiety'. The LXR.TEST 5.1 software was used for the computerized test. A validated rating scale was used to assess computer anxiety. Most students had little computer experience other than in word processing. Only about a third of the students had moderate to mild computer anxiety. Neither computer experience nor anxiety correlated significantly with performance in the computer test. Whereas students performed significantly better in the paper test than in the computer test, there was no statistical difference in ranking in the two assessments formats. This suggests that computer-based assessment could be used with confidence for the purposes of ranking students, but care should be taken in using it for grading.

Assessment and Therapy with Children: Can Computers Help?

The use of computers in assessment and therapy with children is a relatively new field and one in which there is little research. This article reports on the development of a computer-assisted interview for children and the potential applications of this type of approach to helping children describe their experiences. The computer medium offers a number of important advantages in work with children: (i) its novelty and appeal for the child; (ii) the opportunity that it provides to take the focus of interaction off the one-to-one relationship of child and interviewer, introducing a shared external focus for attention and reducing stress on the child; and (iii) the controllability and structuring of the setting, both for the child and interviewer. The development of a computer-based interview format is described, as are pilot studies of the properties of the program. The use of the program in forensic, child care and therapeutic settings is discussed, together with its applicability to a range of forms of disability.

Description of Computer Use among School Food Service Directors

LEARNING OUTCOME: Participants will learn about School Food Service Directors' interest in computer training, barriers to computer use, how they use computers, and their feelings about computers. To aid in creating a computer training program for School Food Service Directors (SFSD) and eventually, to measure its success, a survey was administered to a random sample of 200 SFSD across the state. The response rate was 52%. The survey was designed to assess computer use, computer skills, attitudes toward computers, and barriers to computer use. Almost 80% of respondents represented public schools. 73% were female and 65% were over 40 years old. Most had already attended some type of computer training and nearly all (93%) expressed interest in future training. With the opportunity to choose from among four training options, Beginning or Intermediate General Computer Skills or Beginning or Intermediate Computerized Nutrient Analysis, responses were rather evenly distributed and no outstanding preferences were revealed, although selections of the Beginner level in both categories outnumbered Intermediate level selections. External restrictions, such as, “I don't have money for attending a training session,” were cited as “most important barriers to computer use.” Nobody selected, “I'm not comfortable using a computer,” or, “Learning to use a computer would be too difficult for me” in this category. Nearly three quarters of the group reported already using computers at work and nearly half of those who don't use computers at all are at least “ready to learn.” Most know how to turn on a computer and a few other rudimentary skills. Skills least often claimed were those which involved performing nutrient analysis tasks. Although Likert scale measurements of feelings about computers elicited apprehensions from some about computer use making them “nervous” and “confused,” 70% expressed the highest level of agreement when asked if they felt computers are very useful for performing nutrient analysis. Correlations were not found between demographic data and the other areas of concern addressed by the survey. As a result of data from this instrument it can be construed that SFSD of all backgrounds are interested in using computers in their work and are interested in various levels of training. In particular, training on computerized nutrient analysis may be needed for those directors interested in analyzing their menus. However, a major barrier to attending training programs is cost.

The Influence of Student Computer-Ownership and in-Home Use on Achievement in an Elementary School Computer Programming Curriculum

The purpose of this study was to investigate the influence of home computer ownership and use on achievement. Ninety-six second graders and seventy-nine fifth graders were taught BASIC programming with homework for three marking periods, and Logo programming without homework for one marking period. Pretests were given in both BASIC and Logo. Posttests were administered at the end of BASIC and Logo instruction. Questionnaires were issued to assess computer use in homework completion. Students were grouped by ability, sex, and computer ownership. Posttest scores for BASIC and Logo and BASIC homework score averages were analyzed using ANOVA and ANCOVA (with pretest scores as the covariate). Fifth grade computer owners had significantly ( p = .02) higher mean homework scores than nonowners. Among high ability fifth graders, owners outperformed the nonowners on both BASIC and Logo posttest scores. Computer use in homework assignments was not as important to achievement as ownership.

Use of Computers in Assessment

Activities coordinators in long term care facilities frequently find the amount of paper work required to document their work overwhelming. While this is, in one sense, positive, since regulating agencies now are concerned with documentation in the activities area, it also severely challenges the activities coordinator to find the time necessary to plan, organize and conduct the activities program which is addressed by the documentation. One way to save time now devoted to documentation is to use computers whenever possible. This article describes a computerized model for conducting the resident activity/social assessment. The model includes collecting assessment data in three areas: social/demographic information, functional level information, and leisure information. Leisure information is obtained through the Leisure Diagnostic Battery, which provides an assessment of the resident's perceived freedom, leisure barriers, and leisure preferences.

The use of computers in assessment of medical students.

The principal use of computing in medical examinations is in the marking of MCQ papers. The computing problems in this are relatively straightforward, and the major difficulty lies in producing answer sheets in machine-readable form. The three main systems, hole-poking card, mark-sense cards and mark-sense sheets are discussed and compared in some detail. The possible establishment of a central service which will undertake computer marking for Britain is discussed briefly. A short account is given of a marking system recently introduced in Glasgow.