Background: Educational assessments increasingly shift towards computer-based formats. Many studies have explored how different types of automated feedback affect learning. However, few studies have investigated how digital performance feedback affects test takers' ratings of affective-motivational reactions during a testing session. Method: In…

This study explores the use of the Adaptive Neuro-Fuzzy Inference System (ANFIS), a neuro-fuzzy approach, to analyze the log data of technology-based assessments to extract relevant features of student problem-solving processes, and develop and refine a set of fuzzy logic rules that could be used to interpret student performance. The log data that…

With increased pressures on maintaining a stellar academic performance for future academia or occupational possibilities, students may suffer test anxiety at some point in their higher education journey. For decades, empirical, observational, research has been conducted to determine the psychological and physiological effects of test anxiety. This…

Automated computerized scoring systems (ACSSs) are being increasingly used to analyze text in many educational settings. Nevertheless, the impact of misspelled words (MSW) on scoring accuracy remains to be investigated in many domains, particularly jargon-rich disciplines such as the life sciences. Empirical studies confirm that MSW are a…

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…

In some professions, speed and accuracy are as important as acquired requisite knowledge and skills. The availability of computer-based testing now facilitates examination of these two important aspects of student performance. We found that student response times in a conventional non-speeded multiple-choice test, at both the global and individual…

The number right (NR) method, in which students pick one option as the answer, is the conventional method for scoring multiple-choice tests that is heavily criticized for encouraging students to guess and failing to credit partial knowledge. In addition, computer technology is increasingly used in classroom assessment. This paper investigates the…

Feedback on assessment tasks has an important part to play in underpinning student learning. Online assessment enables instantaneous feedback to be given so that the student can act on it immediately. However, concern has been expressed that e-assessment tasks (especially multiple-choice questions) can encourage surface-learning. Several projects…

The purpose of this research is to analyze preservice teachers' use of and reactions to an automated essay scorer used within an online, case-based learning environment called ETIPS. Data analyzed include post-assignment surveys, a user log of students' actions within the cases, instructor-assigned scores on final essays, and interviews with four…

The purpose of this study was to examine individual differences in attitudes toward Audience Response Systems (ARSs) in secondary school classrooms. Specifically, the impact of gender, grade, subject area, computer comfort level, participation level, and type of use were examined in 659 students. Males had significantly more positive attitudes…

How do students react to being told that they have failed a test required for high school graduation? In 2000, 7,989 students were wrongly informed that they had failed the Minnesota Basic Standards Test in mathematics. The authors conducted a survey of 911 of these students to assess the psychosocial impact of this event. More than 80% of…

Forty-eight college students participated in an ABAB analysis; the A condition was online study groups and the B condition was individual online quizzes. The effect of A and B on student satisfaction and achievement was determined. The Index of Learning Styles categorized students on four dimensions of learning style (active-reflective,…

The 7th International Conference on Education Data Mining held on July 4th-7th, 2014, at the Institute of Education, London, UK is the leading international forum for high-quality research that mines large data sets in order to answer educational research questions that shed light on the learning process. These data sets may come from the traces…