scholarly journals Assessment of the independent work efficacy of natural sciences students

2021 ◽  
Vol 273 ◽  
pp. 12021
Author(s):  
Anna Fomina ◽  
Oxana Kundupyan ◽  
Mikhail Bibov ◽  
Artem Starostin ◽  
Julia Kundupyan ◽  
...  
Keyword(s):  
Key Words ◽  
Digital Technologies ◽  
Standard Test ◽  
Natural Sciences ◽  
Electronic Medium ◽  
Closed Type ◽  
Computer Based ◽  
Computer Based Testing ◽  
Time Required ◽  
Independent Work

The present article describes an approach for assessment of efficacy of independent work of students, studying natural sciences, using the digital technologies. Tasks were fulfilled in the Moodle electronic medium and consisted of answering the questions of the closed-type questionnaire, as well as writing answers to the questions of the Tests. We assessed time required for a student to write the answer to one question, number and correctness of the terms used and the level of plagiarism. These parameters were considered to be the effective markers to assess the level of student's knowledge during the standard test fulfillment. Key words: computer-based testing, independent work efficacy, test, terms, plagiarism level.

Promoting positive washforward through personalised test feedback and other benefits: Piloting a computer-based testing system

2020 ◽  
Vol 10 (1) ◽  
pp. 235-244
Author(s):  
Elena A. M. Gandini ◽  
Tania Horák
Keyword(s):  
Foreign Language ◽  
Testing System ◽  
Test Results ◽  
Test Feedback ◽  
Teachers And Students ◽  
Computer Based ◽  
Computer Based Testing ◽  
The University ◽  
Future Learning ◽  
Personalised Feedback

AbstractThis contribution reports on the developing and piloting of a computer-based version of the test of English as a foreign language produced by the University of Central Lancashire (UCLan), where it is currently used for the admission of international students and the subsequent evaluation of their language progress. Among other benefits, computer-based testing allows for better and individualised feedback to both teachers and students, and it can provide a more authentic test experience in light of the current digital shift that UK universities are undergoing. In particular, the qualitative improvement in the feedback available for test-takers and teachers was for us a crucial factor. Providing students with personalised feedback, that is, directly linked to their performance, has positive washforward, because it means we can guide their future learning, highlighting the areas they need to work on to improve their language skills and giving them suggestions on how to succeed in academia. Furthermore, explaining the meaning of test results in detail improves transparency and ultimately washback, as teachers can use the more accessible marking criteria, together with information on how their students performed, to review plans and schemes of work for subsequent courses.

scholarly journals Introducing Computer-Based Testing in High-Stakes Exams in Higher Education: Results of a Field Experiment

PLoS ONE ◽  
2015 ◽  
Vol 10 (12) ◽  
pp. e0143616 ◽  
Author(s):  
Anja J. Boevé ◽  
Rob R. Meijer ◽  
Casper J. Albers ◽  
Yta Beetsma ◽  
Roel J. Bosker
Keyword(s):  
Higher Education ◽  
Field Experiment ◽  
High Stakes ◽  
Computer Based ◽  
Computer Based Testing ◽  
High Stakes Exams
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