Test Delivery Medium Matters: Cognitive Effort Exertion on Assessment

Integration of e-learning and computerized assessments into many levels of educational programs has been increasing as digital technology progresses. Due to a handful of prominent advantages of computer-based-testing (CBT), a rapid transition in test administration mode from paper-based-testing (PBT) to CBT has emerged. Recently, many national and international testing agencies have been offering an electronic version of some low- and high-stake tests along with their paper versions. In this study, we aim to examine test administration mode effect from a standpoint of cognitive effort exertion. To this end, the results of this experimental study suggest that the cognitive effort exertion rates of CBT and PBT examinees are different. More specifically, the study results suggest empirical evidence that examinees exert higher cognitive effort in a CBT in comparison to its PBT counterpart.

Testing the Efficacy of the Red-Light Purple-Light Games in Preprimary Classrooms in Kenya

This study adapted and tested the efficacy of the Red-Light Purple-Light (RLPL) games for improving executive function (EF) skills in preprimary classrooms in Nairobi, Kenya. A cluster randomized controlled trial was used to evaluate the efficacy of the adapted RLPL intervention. Specifically, 24 centers (including 48 classrooms) were randomized to the RLPL or a wait-list control condition. Consistent with previous studies, participating classrooms delivered 16 lessons across an 8-week intervention period. A total of 479 children were recruited into the study. After exclusions based on child age and data quality, 451 and 404 children (90% retention) had completed computerized assessments of EF skills at pre- and posttest assessments, respectively. Children in the RLPL centers did not demonstrate any improvements in EF skills relative to their peers in the wait-list control condition (Cohen’s ds = −0.14 to 0.03, all ps > 0.20). Exploratory tests of moderators (language of assessment, grade, school type, baseline ability) were also all null. Results are discussed with respect to measurement limitations and contextual factors that may explain the null results of RLPL on EF skills in young children in Kenya.

Automating the Generation of Test Items

Increasing demand for knowledge of our workers has prompted the increase in assessments and providing feedback to facilitate their learning. This and the increasingly computerized assessments require new test items beyond the ability for content specialists to produce them in a feasible fashion. Automatic item generation is a promising method that has begun to demonstrate utility in its application. The purpose of this chapter is to describe how AIG can be used to generate test items using the selected-response (i.e., multiple-choice) format. To ensure our description is both concrete and practical, we illustrate template-based item generation using an example from the complex problem-solving domain of the medical health sciences. The chapter is concluded with a description of the two directions for future research.

Medical Students’ Acceptance of Online Assessment Systems

Objective: The increased use of computers in education lead to computerized assessments, especially web-based assessment systems The aim of this study is to evaluate students’ acceptance of being evaluated using an online web-based assessment system. Methods: A transversal study was performed where a sample of students that used and were accustomed to an online assessment system were asked to fill in a short questionnaire and evaluate its use. Results: The questionnaire items responses show students’ preference for online assessment, as opposed to other assessment forms, like oral examination or classical pen and paper examination. Also it is noticeable the increase in the student number that prefer the online assessment as we move up through one year of study to the next. Conclusions: The study revealed a high level of acceptance for the online multiple choice questions test as an assessment method. Students’ opinion is that online tests are better suited for knowledge assessment and are more objective.

Online Assessment Distribution Models for Testing Programs

This chapter discusses three distribution models for online assessments and their characteristics. Since 1999, Pearson VUE has been assisting clients in achieving their goals of providing globally distributed computerized assessments for high-stakes certification and licensure purposes. We have identified three major distribution models for the delivery of online assessments: (a) controlled, (b) global, and (c) ubiquitous. Each of these models is appropriate for some types of online assessments but not others. The characteristics of each model interact with the features of the online assessment program in important ways to either advance or impede the goals of the assessment. Operational program experience shows that these strengths and weaknesses must be analyzed and considered with the assessment goals as part of a good decision-making process.