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Where Less Is More: Limited Feedback in Formative Online Multiple-Choice Tests Improves Student Self-Regulation
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Richard Say; Denis Visentin; Annette Saunders; Iain Atherton; Andrea Carr; Carolyn King – Journal of Computer Assisted Learning, 2024
Background: Formative online multiple-choice tests are ubiquitous in higher education and potentially powerful learning tools. However, commonly used feedback approaches in online multiple-choice tests can discourage meaningful engagement and enable strategies, such as trial-and-error, that circumvent intended learning outcomes. These strategies…
Descriptors: Feedback (Response), Self Management, Formative Evaluation, Multiple Choice Tests
A Systematic Review and Meta-Analysis of AI-Enabled Assessment in Language Learning: Design, Implementation, and Effectiveness
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Angxuan Chen; Yuyue Zhang; Jiyou Jia; Min Liang; Yingying Cha; Cher Ping Lim – Journal of Computer Assisted Learning, 2025
Background: Language assessment plays a pivotal role in language education, serving as a bridge between students' understanding and educators' instructional approaches. Recently, advancements in Artificial Intelligence (AI) technologies have introduced transformative possibilities for automating and personalising language assessments. Objectives:…
Descriptors: Artificial Intelligence, Technology Uses in Education, Computer Assisted Testing, Language Tests
Remote Proctoring: Lessons Learned from the COVID-19 Pandemic Effect on the Large Scale On-Line Assessment at Tel Aviv University
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Patael, Smadar; Shamir, Julia; Soffer, Tal; Livne, Eynat; Fogel-Grinvald, Haya; Kishon-Rabin, Liat – Journal of Computer Assisted Learning, 2022
Background: The global COVID-19 pandemic turned the adoption of on-line assessment in the institutions for higher education from possibility to necessity. Thus, in the end of Fall 20/21 semester Tel Aviv University (TAU)--the largest university in Israel--designed and implemented a scalable procedure for administering proctored remote…
Descriptors: COVID-19, Pandemics, Computer Assisted Testing, Foreign Countries
Process Assessment in Dynamic Testing Using Electronic Tangibles
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Veerbeek, Jochanan; Vogelaar, Bart; Verhaegh, Janneke; Resing, Wilma C. M. – Journal of Computer Assisted Learning, 2019
Task solving processes and changes in these processes have long been expected to provide valuable information about children's performance in school. This article used electronic tangibles (concrete materials that can be physically manipulated) and a dynamic testing format (pretest, training, and posttest) to investigate children's task solving…
Descriptors: Young Children, Pretests Posttests, Problem Solving, Outcomes of Education