scholarly journals Diferencias entre los tests informatizados de primera generación y los tests en papel y lápiz: influencia de la velocidad y nivel de destreza informática [Differences between first generation computer based tests and paper and pencil tests ...]

2004 ◽  
Vol 3 (2) ◽  
Author(s):  
David Arribas Águila
Keyword(s):  
First Generation ◽  
Computer Based ◽  
Paper And Pencil ◽  
Generation Computer

Comparability of Computer-Based and Paper-and-Pencil Testing in K–12 Reading Assessments

2007 ◽  
Vol 68 (1) ◽  
pp. 5-24 ◽  
Author(s):  
Shudong Wang ◽  
Hong Jiao ◽  
Michael J. Young ◽  
Thomas Brooks ◽  
John Olson
Keyword(s):  
Reading Assessments ◽  
Computer Based ◽  
Paper And Pencil ◽  
K 12

scholarly journals Older Black Adults’ Satisfaction and Anxiety Levels After Completing Alternative Versus Traditional Cognitive Batteries

2018 ◽  
Vol 75 (7) ◽  
pp. 1462-1474 ◽  
Author(s):  
Alyssa A Gamaldo ◽  
Shyuan Ching Tan ◽  
Angie L Sardina ◽  
Carolyn Henzi ◽  
Rosalyn Guest ◽  
...  
Keyword(s):  
Neuropsychological Tests ◽  
Cognitive Status ◽  
Comfort Level ◽  
Education Quality ◽  
Neuropsychological Battery ◽  
Black Adults ◽  
Computer Based ◽  
Paper And Pencil ◽  
And Performance ◽  
Age Range

Abstract Objective The objective of this study was to examine satisfaction, test anxiety, and performance using computer-based cognitive batteries versus a paper-and-pencil neuropsychological battery among older Blacks. Method Self-identified Black adults (n = 87, age range: 55–86; mean education = 14) completed two computer-based tests (CogState and Joggle) and a paper-and-pencil neuropsychological battery. After each battery, participants reported their testing anxiety and satisfaction using the batteries. Descriptive, correlational, and regression analyses compared satisfaction, anxiety, and performance across the batteries. Results Majority of the participants reported more satisfaction with the computer-based (Joggle: 66%; CogState: 77%) than the neuropsychological (52%) battery. Participants also reported less testing anxiety after completing the computer-based batteries than the neuropsychological battery, F(2, 172) = 22.96, p < .001. Older adults’ familiarity and comfort level with the computer were not associated with their performance on the computer-based tests (p > .05). Although testing anxiety was not associated with performance across the batteries, age and education quality were uniquely associated with performance on the CogState and neuropsychological batteries. Conclusions Computer-based cognitive batteries appear to be less intimidating than the commonly used paper-and-pencil neuropsychological tests for Black adults. Thus, these cognitive batteries may be useful tools for monitoring older Blacks’ cognitive status.

Implementing Cognitive Exercises in Electronic Form for Supporting Patients with Alzheimer's Disease

2015 ◽  
pp. 130-146
Author(s):  
Agisilaos Chaldogeridis ◽  
Kleopatra Kyropoulou ◽  
Amaryllis-Chryssi Malegiannaki ◽  
Evdokia Nikolaidou ◽  
Thrasyvoulos Tsiatsos
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Intervention Programs ◽  
Electronic Form ◽  
Computer Based ◽  
Paper And Pencil

Main goal of this chapter is the development of computerized cognitive exercises for rehabilitation of patients with Alzheimer's disease. More specifically, in traditional rehabilitation settings cognitive exercises are administered by using the paper-and-pencil procedure. This chapter is focused on the transferring of these interventions to an electronic form, enriched with multimedia and interactions that cannot be achieved in the printed form. The presented work tries to automate the procedure and facilitate the psychologist's work. Computer-based intervention programs can exploit all the possibilities of adjusting the difficulty levels of exercise, the speed, the images, using audible signals, accelerating the processing of results for psychologists and much more that add value to creation of such programs. This chapter explores whether and how this kind of exercises can be successfully transferred in an electronic form.

Information and Computer Technologies for Improving International Assessment

2018 ◽  
pp. 173-194
Author(s):  
Danielle Young ◽  
Jaehwa Choi
Keyword(s):  
Information And Communication Technologies ◽  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Multiple Test ◽  
Information And Communication ◽  
Computer Based ◽  
Paper And Pencil ◽  
Automatic Item Generation ◽  
Computer And Information Literacy

International assessments such as the trends in international math and science study (TIMSS), the program for international student assessment (PISA), and the international computer and information literacy study (ICILS) have traditionally relied on paper and pencil administration. These assessments are rapidly transforming into or have been developed as computer-based tests due to advances in information and communication technologies of the past decade. These computer-based assessments will eventually make traditional paper and pencil assessments obsolete. Specifically, international and other large-scale assessments can benefit from the use of automatic item generation (AIG) and/or computer adaptive testing (CAT) to enhance and strengthen test security and validity, as well as reduce costs over the course of multiple test administrations, encourage student engagement, and efficiently measure students' abilities.

Comparing the Impact of Online and Paper-and-Pencil Administration of the Self-Determination Inventory: Student Report

2019 ◽  
Vol 35 (3) ◽  
pp. 133-144
Author(s):  
Sheida K. Raley ◽  
Karrie A. Shogren ◽  
Graham G. Rifenbark ◽  
Mark H. Anderson ◽  
Leslie A. Shaw
Keyword(s):  
The Self ◽  
Self Determination ◽  
Future Research ◽  
Research And Practice ◽  
Assessment Development ◽  
Disability Status ◽  
Computer Based ◽  
Paper And Pencil ◽  
The Impact ◽  
Racial Ethnic

The Self-Determination Inventory: Student Report (SDI: SR) was developed to measure the self-determination of adolescents and was recently validated for students aged 13–22 with and without disabilities across diverse racial/ethnic backgrounds. The SDI: SR is aligned Causal Agency Theory and its theoretical conceptualizations of self-determined action. The validation of the SDI: SR was undertaken in two forms: online, computer-based and paper-and-pencil. The present study examined overall self-determination scores of student participants (with and without disabilities) who took the SDI: SR via the online and paper-and-pencil format to inform future research and practice using the SDI: SR. Findings suggest that the same set of items can be utilized across administration formats, but that there appear to be differences in overall SDI: SR scores when online and paper-and-pencil formats are utilized although these differences are not influenced by disability status. Implications for future research and practice are discussed to provide direction to the field related to assessment development and use of the SDI: SR in educational contexts.

Assessing Functional Status of Elderly Adults via Microcomputer

1996 ◽  
Vol 82 (2) ◽  
pp. 689-690 ◽  
Author(s):  
Paul R. Yarnold ◽  
Michael J. Stewart ◽  
F. Conrad Stille ◽  
Gary J. Martin
Keyword(s):  
Functional Status ◽  
Completion Time ◽  
Interactive Methods ◽  
Elderly Adults ◽  
Functional Status Questionnaire ◽  
Computer Based ◽  
Paper And Pencil

Geriatric adults (at least 65 years of age) completed the Functional Status Questionnaire twice, first using the original paper-and-pencil format and again using one of six computer-based interactive methods. Scoring via original and computer-based methods was identical. Satisfaction with computers was high. Of the interactive methods, touchscreen required least training and questionnaire completion time and was rated most useful.

Sigal's Ineffective Computer-Based Practice of Arithmetic: A Case Study

1988 ◽  
Vol 19 (3) ◽  
pp. 195-214
Author(s):  
Nira Hativa
Keyword(s):  
Substantial Improvement ◽  
Computer Assisted Instruction ◽  
Second Grade ◽  
Computer Assisted ◽  
Design And Implementation ◽  
Hierarchical Levels ◽  
Computer Based ◽  
Paper And Pencil ◽  
Assisted Instruction

Sigal, a second-grade girl in Israel, was observed for several months while practicing arithmetic with a structured and controlled computer-assisted instruction (CAI) system. Sigal was average in arithmetic in her class, enjoyed the computer practice, and believed that it helped her in arithmetic. However, observations showed that she consistently failed to solve problems on the computer that she could do successfully with paper and pencil. She was therefore given CAI practice well below her real arithmetic ability. She often oscillated among a few types of exercises, sometimes regressing rather than advancing upward in the hierarchical levels of practice. Several kinds of interventions did not bring about substantial improvement in her work with the computer. Continued observations in the following 2 years showed almost no change in her CAI-related behavior. This paper suggests the reasons for Sigal's problems with the CAI practice and draws implications for CAI design and implementation.

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