The use of digital environments for both learning and assessment is becoming prevalent. This often leads to incongruent situations, in which the study medium (eg, printed textbook) is different from the testing medium (eg, online multiple-choice exams). Despite some evidence that incongruent study-test situations are associated with inferior…

This study reports on a review of 286 peer-reviewed articles from 2002-2018 to identify the mainstream assessment tools and strategies adopted for language proficiency assessment in computer-assisted language learning studies. Given the diversity of tools and strategies being adopted for assessment purposes, it was highly critical to trace the…

The aim of the present research was to compare the use of multiple-choice questions (MCQs) as an examination method, to the examination based on constructed-response questions (CRQs). Despite that MCQs have an advantage concerning objectivity in the grading process and speed in production of results, they also introduce an error in the final…

Offers guidelines for designing computer-based testing which demands high-level cognitive functioning of students using computer-assisted instruction as a learning mode. Examples of conceptual, principle, and procedural learning evaluation approaches, strengths and weaknesses within the formats described, and suggestions for improving the…

Although there are many advantages to using computer-based tests (CBTs) linked to computer-based instruction (CBI), there are also several difficulties. In certain instructional settings, it is difficult to conduct psychometric analyses of test results. Several measurement issues surface when CBT programs are linked to CBI. Testing guidelines…

Describes a study of college students that investigated the interaction between instructional mode and testing mode. Computer learning and testing versus paper-and-pencil methods are compared, and treatments for the experimental and control groups are described. Areas for further research are suggested. (20 references) (LRW)

A study of the effects of reward structures on the ability of students to evaluate the correctness of their responses to open-ended questions in a computer-based instruction lesson found students' ability to evaluate responses was influenced by their incentive to achieve. In most cases, expert evaluators and students concurred. Order of item…

This study, involving 30 elementary students with learning disabilities, found that students performed significantly better on mathematics tests given using a computer than by paper and pencil. It found no differences among variations of computer-assisted instruction, with either static or animated pictures and either utilizing or not utilizing a…

The instructional validity of computer administered tests was studied with a focus on whether differences in test scores and item behavior are a function of instructional mode (computer versus non-computer). In the first of 3 studies, performance test scores for approximately 400 high school students in 1990-91 for tasks accomplished with the…

Reports a study to explore student's computational performance on computer-administered testing situations while at the computer. Students from grades 3-6 (n=100) were randomly assigned to treatment order, computer assessment first or paper/pencil assessment first. Significant differences occurred in three areas: completion time, number of mental…

The importance of feedback as an aid to self-assessment is widely acknowledged. A common form of feedback that is used widely in e-learning is the use of model answers. However, model answers are deficient in many respects. In particular, the notion of a "model" answer implies the existence of a single correct answer applicable across multiple…

Reviews study conducted to compare levels of achievement on final exams for college students responding to combinations of test-item feedback methods and modes of test-item presentation. The PHOENIX computer system used in the comparison is described, and the use of ACT (American College Testing Program) scores for ability comparison is discussed.…

This paper reports the results of a study of the development of an innovative learning element designed to be implemented in a computer-facilitated learning (CFL) module. The learning element is an open-ended, short answer, text question tool (TQT) designed to be used in World Wide Web-based courses or incorporated into hybrid Web/CD-ROM systems.…

This report describes courseware for comprehensive computer-assisted testing and instruction. With this program, a personal computer can be used to: (1) generate multiple test versions to meet test objectives; (2) create study guides for self-directed learning; and (3) evaluate student and teacher performance. Numerous multiple-choice examples,…

This research investigated whether computer anxiety is different if the measure is administered by computer rather than by paper and pencil. The study compared two groups of students (N=83) who were gathered from three undergraduate sections and one graduate section of a required computer class for in-service and pre-service teachers using anxiety…