Computer-Based and Paper-and-Pencil Tests: A Study in Calculus for STEM Majors

Autor/inn/en	Smolinsky, Lawrence; Marx, Brian D.; Olafsson, Gestur; Ma, Yanxia A.
Titel	Computer-Based and Paper-and-Pencil Tests: A Study in Calculus for STEM Majors
Quelle	In: Journal of Educational Computing Research, 58 (2020) 7, S.1256-1278 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smolinsky, Lawrence)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633120930235
Schlagwörter	Test Format; Computer Assisted Testing; Paper (Material); Calculus; STEM Education; Majors (Students); Cognitive Processes; Difficulty Level; Test Reliability; Test Validity; Interrater Reliability; Minority Group Students; Undergraduate Students; State Universities; College Entrance Examinations; Grants; Federal Aid; Gender Differences; Louisiana; ACT Assessment + Suchen Sie Ihr Suchwort? Testentwicklung; Papier; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; STEM; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Testreliabilität; Testvalidität; Interrater-Reliabilität; Staatliche Universität; Aufnahmeprüfung; Grant; Finanzielle Beihilfe; Geschlechterkonflikt; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Computer-based testing is an expanding use of technology offering advantages to teachers and students. We studied Calculus II classes for science, technology, engineering, and mathematics majors using different testing modes. Three sections with 324 students employed: paper-and-pencil testing, computer-based testing, and both. Computer tests gave immediate feedback and allowed multiple submissions and pooling. Paper-and-pencil tests (PPTs) required work and explanation allowing inspection of high cognitive demand tasks. Each test mode used the strength of its method. Students were given the same lecture by the same instructor on the same day and the same homework assignments and due dates. The design is quasi-experimental, but students were not aware of the testing mode at registration. Two basic questions examined were as follows: (a) Do paper-and-pencil and computer-based tests (CBTs) measure knowledge and skill in science, technology, engineering, and mathematics Calculus II in a consistent manner? (b) How does the knowledge and skill gained by students in a fully computer-based Calculus II class compare to students in a class requiring pencil-and-paper tests and hence some paper-and-pencil work. These results indicate that CBTs are as consistent with PPTs as CBTs are with themselves. Results are also consistent with classes using PPTs having slightly better outcomes than fully computer-based classes using only computer assessments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01