scholarly journals Concept and Implementation of a Two-Stage Coding Scheme for the Development of Computer-Based Testing (CBT)-Items in Traditional Test Software

J ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 41-49
Author(s):  
Thilo Ketschau ◽  
Janne Kleinhans
Keyword(s):  
Information Value ◽  
Test Results ◽  
Two Stage ◽  
Efficient Coding ◽  
Coding Scheme ◽  
Single Section ◽  
Lack Of Information ◽  
Computer Based ◽  
Optimal Information ◽  
Computer Based Testing

Computer-based testing (CBT) is gaining importance for studies addressing the diagnosis of competencies, because it is possible to simulate authentic action situations and may reduce the effort of analyzing the data. This benefit is most important for the phase of item design. In this phase of assessment construction, the pattern of answers of a sample is used to draw conclusions on the functionality of the items. Currently, there are no standards for the encodement of items which consider the specifications of CBT-instruments. These specifications are, for example, the a posteriori non-variability of the coding, a lack of information when using conventional test scores and the need of standardization of different formats of items. Taking these specifications into consideration, this paper proposes and discusses a two-stage coding systematization for CBT-items. For this, a distinction between item-coding and answer-coding was done. The coding is discussed for single-section and multi-section formats as well as dichotomous and polytomous answer modes. Therefore, this paper is for users of CBT-instruments who want to achieve the optimal information value of their test results with efficient coding.

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.

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.

Performance Analysis of the Test Results on a Two-Stage Transonic Fan

1983 ◽  
Vol 105 (1) ◽  
pp. 125-129
Author(s):  
Baoshi Chen ◽  
Tianyi Zhang
Keyword(s):  
Mach Number ◽  
Performance Analysis ◽  
Radial Distribution ◽  
Flow Separation ◽  
High Load ◽  
Test Results ◽  
Two Stage ◽  
Stall Margin ◽  
High Incidence ◽  
Transonic Fan

Test results obtained from a two-stage fan are analysed and the reasons that caused the design performance target not to be attained are presented in this paper. Addition of a partspan shroud on rotor 1 caused higher losses and changed radial distribution of parameters. Modification on the flowpath and chord length of stator 1 resulted in excessively high inlet Mach number and flow separation in the hub region. The high load and high incidence at the hub of rotor 2 caused higher losses and reduced stall margin of the fan.

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