A General Approach to Measuring Test-Taking Effort on Computer-Based Tests

2017 ◽  
Vol 30 (4) ◽  
pp. 343-354 ◽  
Author(s):  
Steven L. Wise ◽  
Lingyun Gao
Keyword(s):  
Test Taking ◽  
Computer Based

scholarly journals Is the TOEFL exam aimed at everyone? Research considerations in the training and application of the TOEFL exam abroad

2008 ◽  
Vol 14 ◽  
pp. 25
Author(s):  
Jesús García Laborda
Keyword(s):  
Interface Design ◽  
Current Model ◽  
High Stakes Testing ◽  
Further Education ◽  
Educational Systems ◽  
High Stakes ◽  
Test Taking ◽  
Starting Point ◽  
The Usa ◽  
Computer Based

<p>In recent years, the Educational Testing System organisation has developed two models of the computer-based Test of English as a Foreign Language (TOEFL). However, the computerization of the test has shown a number of problems according to the testees' origin. This paper suggests some of these problems after conducting short interviews with four TOEFL teachers; i.e. problems in delivery, interface design and test taking contextual validity (Weir, 2005). These aspects and those presented in other educational systems need to be addressed in further research. The fact that TOEFL is only a compulsory test for those who wish to pursue further education in the USA cannot prevent ETS from ignoring the potential problems of the current model in different parts of the world. Thus, further research on this topic needs to be carried out in Europe and elsewhere. This paper also serves as a starting point for countries and institutions that may be considering the implementation of computer or Internet-based applications for high-stakes testing such as university entrance examinations.</p>

Backtalk: The emerging science of test-taking disengagement

2019 ◽  
Vol 101 (3) ◽  
pp. 72-72
Author(s):  
Steven L. Wise
Keyword(s):  
Academic Achievement ◽  
Test Results ◽  
Test Taking ◽  
Computer Based ◽  
Computer Based Testing ◽  
Actual Test

When students take tests, their performance is a result not just of their academic achievement but of their engagement in the actual test. Rapid guessing is a sign that students aren’t fully engaged in the test but are instead rapidly filling in answers without regard to whether they are correct. Steven Wise explains that computer-based testing allows those interpreting test results to see when students engaged in rapid guessing. It’s also possible for testing programs to alert the test proctor or student to rapid guessing. He recommends that these tools become a routine part of student testing.

scholarly journals CREB1T: A Gamification of Double Entry Accounting System Based on Android Application

2020 ◽  
Vol 6 (1) ◽  
pp. 107
Author(s):  
Erienika Meiling Lompoliu
Keyword(s):  
Accounting System ◽  
Computer Based Learning ◽  
Test Taking ◽  
Mobile Students ◽  
Study Habit ◽  
Spare Time ◽  
System Method ◽  
Computer Based ◽  
Media Channels ◽  
Double Entry

All is altered by technology. Every aspect of our lives is now, in one way or another, heavily dependent on or seamlessly improved by technology. Different technology media, channels and resources, especially in the higher education, have greatly affected the method of pedagogy in recent years. First was computer-based learning, which has replaced most of the traditional way in reading, learning and test taking. This include the use of electronic books, videos and the computer-based exams. On the other hand, gamification has been able to enhance students' understanding of learning. From the usual monotonous reading to the recollection of a enjoyable game-like experience, which gives them the feeling of pleasure instead of pressure. The students undertaking accounting classes have a great deal to learn basic accounting including debit and credit principles – a double entry accouting system method, which are one of the essentiaal and important to the skills they have in the real world, and yet they can be repetitive, boring and tearful. The CREB1T application aimed to tackle this issue by incorporating gamification approach in the lesson and deploy it on a mobile application, a platform where most millenials students are receptive with. And since it’s on mobile students may able to learn it anywhere during their spare time giving them freedom to suit their study habit.

scholarly journals Bridging the gap: Improving CASPer test confidence and competency for underrepresented minorities in medicine through interactive peer-assisted learning

2020 ◽  
Author(s):  
Lolade Shipeolu ◽  
Johanne Matthieu ◽  
Farhan Mahmood ◽  
Ike Okafor
Keyword(s):  
Decision Making ◽  
Medical Student ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Personal Characteristics ◽  
Free Access ◽  
Test Taking ◽  
Situational Judgement Test ◽  
Computer Based ◽  
The Impact

Background: The Computer-based Assessment for Sampling Personal Characteristics (CASPer) is a situational judgement test (SJT) adopted by medical schools to assess applicants’ interpersonal skills. CASPer applicants must compose their responses to ethical dilemmas, thereby highlighting the applicant’s rationale for ethical decision-making. Minority applicants usually lack access to a network of individuals who can offer guidance and expertise on ethical decision-making. As such, this study investigated the impact of a CASPer coaching program designed for minority applicants. Methods: A free online intervention was designed to help minority applicants prepare for the CASPer test. The program consisted of 35 learners and three medical student tutors. Important attributes of the 4-week program included free access to a medical ethics book, feedback provision to in-class and homework student responses, and facilitation of a mock CASPer. Course feedback was collected. Additionally, a pre and post-program survey was administered to assess learners’ competence and confidence surrounding CASPer test-taking. Results: Our pre and post-program survey showed significant student improvement in familiarity with the test, increased competence, confidence and preparedness, as well as reduced anxiety (p < 0.05). Conclusions: Through peer-to-peer teaching and access to medical student mentors, our program addresses socioeconomic barriers that several minority applicants face when applying to medical school.

Test Takers’ Beliefs and Experiences of a High-stakes Computer-based English Listening and Speaking Test

RELC Journal ◽  
2016 ◽  
Vol 47 (3) ◽  
pp. 363-376 ◽  
Author(s):  
Ying Zhan ◽  
Zhi Hong Wan
Keyword(s):  
Validation Studies ◽  
Mutual Exclusion ◽  
Mainland China ◽  
Language Education ◽  
English Learning ◽  
High Stakes ◽  
Speaking Test ◽  
Test Taking ◽  
Computer Based ◽  
Listening And Speaking

Test takers’ beliefs or experiences have been overlooked in most validation studies in language education. Meanwhile, a mutual exclusion has been observed in the literature, with little or no dialogue between validation studies and studies concerning the uses and consequences of testing. To help fill these research gaps, a group of Senior III students in Guangdong Province, mainland China, were interviewed concerning their views of the high-stakes Computer-based English Listening and Speaking Test (CELST) and their experiences of preparing for and taking the test. The data analysis indicated that the students had a distinct understanding of the CELST validity and also tentatively suggested a relationship between the students’ views of the CELST design, their test preparation practice and their test taking process. These findings provided information useful for sharpening a computer-based English listening and speaking test and for generating positive washback on English learning.

Cell morphology, volume, and surface area determinations from multilevel contouring within HVEM micrographs of serial sections and whole-cell mounts

1987 ◽  
Vol 45 ◽  
pp. 588-589
Author(s):  
M. Marko ◽  
A. Leith ◽  
D. Parsons
Keyword(s):  
Surface Area ◽  
Electron Micrographs ◽  
Cell Morphology ◽  
Individual Variation ◽  
Serial Section ◽  
Stereo Pair ◽  
Complex Structures ◽  
Serial Sections ◽  
Surface Areas ◽  
Computer Based

The use of serial sections and computer-based 3-D reconstruction techniques affords an opportunity not only to visualize the shape and distribution of the structures being studied, but also to determine their volumes and surface areas. Up until now, this has been done using serial ultrathin sections.The serial-section approach differs from the stereo logical methods of Weibel in that it is based on the Information from a set of single, complete cells (or organelles) rather than on a random 2-dimensional sampling of a population of cells. Because of this, it can more easily provide absolute values of volume and surface area, especially for highly-complex structures. It also allows study of individual variation among the cells, and study of structures which occur only infrequently.We have developed a system for 3-D reconstruction of objects from stereo-pair electron micrographs of thick specimens.

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