Computer Testing in Education

Summary

The rapid growth of the Internet and intranets supports the infrastructure necessary for computer-based testing (CBT). The parallel growth of sophisticated computer programming and powerful computers offers new possibilities in testing, such as Computerized Adaptive Testing (CAT), where the responses of the subject dictate the nature of the test items to be presented. This article considers research about the comparability of computerized tests to conventional tests, local uses of computerized testing, tests available in online delivery programs, public domain software, authoring languages, and commercial and shareware options. The article concludes with a discussion of formative assessment and how computerized tests may be used to meet daily instructional needs.     

Standardisation and diversity in international assessments: barking up the wrong tree?

ABSTRACT

This article organises potential areas of criticism or challenges embedded in the design and administration of standardised assessments of learning levels in order to promote dialogue and research on educational assessments. The article begins by addressing debates around epistemological claims: issues that pertain to testing in general and issues that are particular to standardised testing. Then, it addresses some political attributes of international tests so as to situate the debates beyond feasibility, attributes and scope-related issues. The article claims that the field of education testing has identified a number of issues and challenges stemming from diversity, and has developed methods and procedures to address many of them. From this viewpoint, testing is just like any other domain of scientific enquiry. However, international assessments of learning outcomes are not necessarily, or primarily, scientific endeavours; they are political devices and therefore should be scrutinised considering scientific attributes as well as some political features that, even if intertwined with technicalities, go well beyond them. Thus, critiques of international assessments would be better framed if their political attributes are taken as organising principles of the criticism, alongside those elements that pertain to their technical attributes, since these are not incidental but deeply interlinked.     

在线考试：机遇与挑战

在线考试是一种通过网络来实现的计算机考试。本文就这种考试的特点、模式、应用范围,以及它在美国的应用情况和给中国带来的机遇和挑战等问题进行了初步探讨。     

Computers and the Teaching of Writing: implications for teacher development

ABSTRACT

The relationship between the computer and the teaching of writing is complex; it varies over time, is embedded in the classroom social context, and depends on the teacher's instructional goals. In this article, several dimensions of this relationship are explored to provide illustrations of its complexity. The conclusion is that the computer literacy workshops or courses typically found in pre‐service or in‐service teacher educational programmes are inadequate to prepare teachers for the teaching of writing with computers. New kinds of courses need to be developed that examine how computers affect classroom culture and the writing process.     

Cross‐cultural Similarities in Attitudes toward Computers and the Implications for Teacher Education

ABSTRACT

Results of a three year longitudinal study of elementary school children's attitudes toward computers in Japan, Mexico, and the United States of America are presented, along with implications of the findings for teacher education. Two types of attitudes toward computers (importance and enjoyment) were found to be positively influenced by the introduction of computer activities in primary school. No novelty effect was found regarding enjoyment of computers, and perceived computer importance declined less from Grades 1–3 than several other dispositions measured. No consistent gender differences were found for attitudes toward computers among the three nations. These findings imply that students begin school eager to learn about computers and lacking the gender biases often found in older age groups, and that teachers should be educated to help preserve interest in and access to information technology for all students. Reflections for teacher education conclude the article.     

High stakes testing and teacher access to professional opportunities: lessons from Indonesia

Abstract

High-stakes testing regimes, in which schools are judged on their capacity to attain high student results in national tests, are becoming common in both developed and developing nations, including the United States, Britain and Australia. However, while there has been substantial investigation around the impact of high-stakes testing on curriculum and pedagogy, there has been very little research looking at the impact on teachers’ professional opportunities. The current project used a case study approach to examine the impact a high-stakes national testing programme had on teachers’ access to professional learning and their teaching allocations in four Indonesian public schools. It found that better qualified teachers were allocated to classes that would be sitting for the national examinations, and that these teachers were given much more access to professional learning opportunities than those teaching non-examined year levels. This in turn impacted negatively on the staff morale of less qualified teaching staff and potentially on their career trajectories. Findings suggest that school leaders should be wary of targeting better qualified and/or more experienced staff to year levels sitting for high-stakes tests, as this may lead to staff stratification within schools, limiting opportunities for staff to learn from one another and reducing the morale of less qualified and less experienced staff. They also add support to a substantial body of research that suggests policy-makers should be wary of the flow-on effects of using performance in high-stakes tests as the key means of judging school effectiveness.     

基于Excel VBA的航海学离线自适应考试系统的设计与实现

本文所提出的基于Excel VBA的航海学离线自适应考试系统,可对题目进行难度分级,并对学生水平进行分级,从而实现了系统自动为考生选择适合的题目,对其进行有选择性的测试。Excel在教师电脑中装机率很高,能够比较容易让用户接受。此系统成本低、对电脑要求低、维护方便、对使用者要求低、可作为教师日常课堂单元测验或期末上机考试之用,同时也可用作学生平时练习,及时让学生通过自测得到答案及评分,便于学生巩固、强化所学知识。     

Use of computers for educational purposes at the Wageningen Agricultural University (WAU)

Abstract

University teachers are increasingly confronted with the necessity of using information technology for educational purposes. University policy in the nineties should therefor include stimulation of the use of computers and of the development of educational software. This policy should be based on an assessment of the present use of computers in teaching and learning, and needs of university teachers. At the Wageningen Agricultural University (WAU) this assessment was made through a questionnaire presented to all teachers. The results show that approximately 40% of the teachers use computers for educational purposes, 30% are interested and 30% are indifferent. The main computer applications are in the field of educational tools and exploratory environments. It is concluded that university policy on the introduction of computer use should acknowledge the importance of 1) teacher initiatives 2) exploring the possibilities of information technology, 3) material resources, 4) coordination of different initiatives and 5) a supporting centre with expertise on the use and development of computer applications for educational purposes.     

Preschool/Kindergarten teachers’ conceptions of standardised testing

ABSTRACT

Standardised tests play an important role in early childhood (EC) education in many countries. Although teachers’ conceptions largely determine whether and how these instruments are used, research on this topic is scarce. As a result, factors that influence conceptions of standardised testing have remained largely unexplored. To examine teachers’ conceptions of standardised testing and aspects that may influence these conceptions, Brown’s CoA-III-A questionnaire was distributed to 97 EC educators. Based on their responses, a selection of six preschool/kindergarten teachers participated in a series of semi-structured interviews. Analyses of the questionnaire and the interviews indicated that the teachers did not see these tests solely as instruments for accountability or improvement. While some perceived the test as pleasant confirmation, others perceived the results as negative opposition to their own observations. The teachers’ conceptions were influenced by classroom population, management team, and the ascribed purpose of the test.     

Examining the role of Filipino elderly attitudes toward computer and internet on their behavioral intention for telehealth participation

ABSTRACT

Health technologies like computers and the internet are considered as essential tools in addressing various health problems of various age groups including the elderly. Through a multi-aspect survey questionnaire, this study examined the role of attitudes toward computer and internet on the behavioral intention for telehealth participation among a select group of Filipino elderly who underwent a basic computer and internet training for Telehealth program. Using regression analysis, results showed favorable attitude toward computers (x = 6.23) and internet (x = 6.40) among the elderly respondents after a computer literacy training. Their behavioral intention to use telehealth was greatly influenced by ‘computer confidence’ (β = 0.24) and ‘web usefulness’ (β = 0.24). Results of this study highlight the importance of telehealth literacy program in ensuring compliance and engagement among the older adults.     

Computers in Education

Abstract

This article looks at the fundamental difficulties of getting people of all ages to work with computers because of the twin problems of threat and boredom. It then considers and advocates a more fundamental approach to this form of education based on computer use rather than computer knowledge.     

The use of computers in the teaching and learning of functions in school Mathematics in Eritrea

Abstract

This article reports on an empirical investigation in which quantitative and qualitative methods were utilised to determine the effect of the use of computers on Grade 11 Eritrean Mathematics learners' mastery of the quadratic function concept. MS Excel and RJS Graph software were used to teach this topic, which is usually regarded as difficult subject matter, to an experimental group. The results of this study indicated that the use of computers had a positive impact on learners' achievement, problem-solving skills, exploration of mathematical ideas, motivation, attitude, and classroom interactions. In particular, computer use reduced the tedium of creating tables and drawing graphs and enabled learners to analyse functions and their graphs more easily, represent functions in different ways and solve real life problems using these programmes. Moreover, learners were more motivated to explore the nature and properties of functions and their graphs both on their own or in a group, make conjectures, and verify their findings. Taking into consideration the limitations in schooling in developing countries, the utilisation of computer technology can contribute to the advancement of Mathematics learning, which is a very important issue.     

Effect of computer interfaces on chemistry problem solving among various ethnic groups: A comparison of Pen-Point and Powerbook computers

This study investigated the effect of Pen-Point and Powerbook computers on solving a multiple step chemistry (molaritý) problem among White, Afro-American and Hispanic students (N=60) at the high school level. The screens on both computers were partitioned into a work field and a reasoning field. Both computers were programmed to record the time spent in each field, the number of entries made, and a copy of the entries made. Statistical analysis of data showed that more of the White and Afro-American Pen-Point computer users solved the problem correctly than did students using the Powerbook computer. All three ethnic groups made fewer entries, and took less time using the Pen-Point computer than the Powerbook. Attitude survey results of all ethnic groups showed that more Pen-Point computer users felt comfortable working with computers. Over all, the results suggest that the Pen-Point computer has a more positive effect on the problem solving performance and attitude of students towards computers than the Powerbook computer.     

Exploring the World of Computerised Resources: using networked computers to access global information

ABSTRACT

This paper discusses the use of computers in the area of global networking, with particular emphasis on Internet and Bitnet The emphasis of the paper is on the value of these applications for the professional development of teacher educators rather than on their potential in schools, though their potential in all sectors of education is enormous. Separate sections of the paper are devoted to discussing three important types of networking activity: electronic mail discussion groups, access to information from remote computers (through Telnet, Gopher and World Wide Web), and access to remote computer programs or files using FTP (File Transfer Protocol).     

Students’ writing and reading preferences in a paperless classroom

ABSTRACT

This study took place in a school which adopted a “paperless classroom” policy. The purpose of the study was to examine whether students who learn in a paperless classroom really prefer reading and writing on computers rather than on paper and whether their preferences differ according to contextual conditions and personal differences. The findings show that students’ reading and writing preferences depended on the context in which the reading or writing was performed. The boys preferred to read and write on the computer significantly more than girls. Conversely, the girls’ handwriting skills and preference for handwriting were higher than the boys’. Reading and writing on computer was found to be favored among strong students, while weak students tended to prefer using paper. This research also revealed a rapid decrease in favoring computer over paper in both reading and writing over time. Students who had experienced the paperless classroom policy in this school for three years were less supportive of the use of computers for reading and writing than younger students.     

Wann sollten computerbasierte Verfahren zur Messung von Kompetenzen anstelle von papier- und bleistift-basierten Verfahren eingesetzt werden?

Currently, competencies are mostly assessed with paper and pencil tests. Nevertheless, for some competencies, using paper and pencil tests is problematic for three reasons. For (a) competencies requiring complex interactions under time constraints, (b) complex competence constructs, and (c) competencies requiring using a computer, a computer-based assessment provides several advantages compared to a paper and pencil-based assessment. Nevertheless, none of the two testing media is superior to the other in a general way. Thus, the testing medium which provides the best opportunities for a proper operationalization of the competence construct at stake should be selected. If both paper and pencil and computer seem applicable for measuring a competence construct, precisely costing out and comparing the two alternatives is recommended. Within this comparison, not only the additional costs caused by using computers but also the specific costs of paper and pencil-based assessment should be considered.     

The Impact of First Computer Encounters on Mathematics Teachers’ Computer Competence

ABSTRACT

Twenty‐seven United Kingdom teachers of secondary mathematics were interviewed about information technology (IT) and its influence on their teaching of mathematics. A common factor to emerge was the nature of their first experience of computers and the impact it had on their subsequent professional activity. The analysis identified four ways in which teachers first encountered computers; as learners at school, university or colleges of education, as teachers undertaking in‐service training, as self‐taught adult learners, or as employees or researchers engaged in computer‐based activity prior to becoming teachers. A significant issue to emerge was that similar initial encounters are likely to have different and lasting professional consequences depending on the persons involved and their perceptions of mathematics, computers, the relationship between the two, and a range of other personal and institutional factors. Some implications for both pre‐service and in‐service training are discussed.     

The Effects of Computer‐assisted Systematic Observation on the Attitudes and Efficiencies of Pre‐service Teachers

ABSTRACT

The purpose of this study was to explore the effects of computer‐assistance during systematic observation on the attitudes of pre‐service teachers towards systematic observation and on the time required to analyze the data gathered. During their field experience, pre‐service teachers were randomly assigned to conduct systematic observation in a computer‐assisted group or traditional ‘pencil and paper’ group. Results indicated that pre‐service teachers who used computer‐assisted systematic observation required significantly (alpha – 0.01) less time to perform quantitative analysis. The data also revealed several significant differences in attitudes between the pre‐service teachers who used computers and those who used the traditional ‘pencil and paper’ methods of systematic observation.     

Activity Analysis and Curriculum Construction

ABSTRACT

The authors explored whether a testing effect occurs not only for retention of facts but also for application of principles and procedures. For that purpose, 38 high school students either repeatedly studied a text on probability calculations or studied the text, took a test on the content, restudied the text, and finally took the test a second time. Results show that testing not only leads to better retention of facts than restudying, but also to better application of acquired knowledge (i.e., principles and procedures) in high school statistics. In other words, testing seems not only to benefit fact retention, but also positively affects deeper learning.     

The Didactics of Foreign Language Teaching with Multimedia

ABSTRACT

The way computers are used in foreign language teaching reflects teachers' ideas about how foreign languages should be learned. We describe different methods of foreign language teaching, one of which is at the base of our computer program IT'S English. In this program, different types of exercises are implemented: receptive, reproductive, and productive. To implement our ideas of a communicative approach to teaching into a computer program, we built an intelligent tutoring system, which incorporates a dictionary, grammar rules, and the digitized pronunciation of words and sentences stored on a CD‐ROM. The software is flexible in that the learning environment it offers can shift from a teacher controlled setting to a fully learner controlled environment. Four groups of eight pupils used the program during eight weeks and were compared with students not using the program. The research showed that the students interacting with the software used its various components in an adequate and goal‐appropriate way and found the use of the software to be a positive experience. After the experimental period, knowledge of vocabulary was significantly higher for one of the computer‐using groups compared to its control group, although in the word (re)production tests no significant differences were found between the experimental and control groups. Implications of the results of the experiments for teacher education are discussed, with an emphasis on the importance of teachers learning how to assess the pedagogical approach of software and the didactic principles involved in its design and intended use.