On-line question-posing and peer-assessment as means for web-based knowledge sharing in learning
International Journal of Human-Computer Studies
Cognitive interference model of computer anxiety: Implications for computer-based assessment
Computers in Human Behavior
Computers in Human Behavior
Flexible and secure computer-based assessment using a single zip disk
Computers & Education
Personalized multi-student improvement based on Bayesian cybernetics
Computers & Education
An adaptive testing system for supporting versatile educational assessment
Computers & Education
An interactive item sharing website for creating and conducting on-line testing
Computers & Education
Computer usage questionnaire: Structure, correlates, and gender differences
Computers in Human Behavior
Evaluation of learning outcomes using an educational iPhone game vs. traditional game
Computers & Education
| Hi-index | 0.00 |
Computer-based assessment (CBA) is yet to have a significant impact on high-stakes educational assessment, but the equivalence between CBA and paper-and-pencil (P&P) test scores will become a central concern in education as CBA increases. It is argued that as CBA and P&P tests provide test takers with qualitatively different experiences, the impact of individual differences on the testing experience, and so statistical equivalence of scores, needs to be considered. As studies of score equivalence have largely ignored individual differences such as computer experience, computer anxiety and computer attitudes, the purpose of this paper is to highlight the potential effects of these. It is concluded that each of these areas is of significance to the study of equivalence and that the often inconsistent findings result from the rapid changes in exposure to technology.