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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 12 of 12 1 The IELTS Exam and Cut-Off Decisions: One University's Mistake Roemer, Ann E. In: World Languages and Cultures Faculty Publications (2020) BASE Show details 2 Using Rater Cognition to Improve Generalizability of an Assessment of Scientific Argumentation Borowiec, Katrina; Castle, Courtney In: Practical Assessment, Research, and Evaluation (2019) BASE Show details 3 Effects of Removing the Time Limit on First and Second Language Intelligence Test Performance Mullane, Jennifer; McKelvie, Stuart J. In: Practical Assessment, Research, and Evaluation (2019) BASE Show details 4 Cloze as a measure of specialist language difficulties: write-in or multiple choice? Zangmo, Sonam; Laugesen, Richard; O'Toole, John Mitchell. - : Royal University of Bhutan, 2018 BASE Show details 5 NEPS technical report for science: Scaling results of starting cohort 3 in 6th grade Funke, Linda; Kähler, Jana; Hahn, Inga. - : Leibniz Institute for Educational Trajectories, 2016. : Bamberg, 2016. : pedocs-Dokumentenserver/DIPF, 2016 In: Bamberg : Leibniz Institute for Educational Trajectories 2016, 28 S. - (NEPS Survey Paper; 5) (2016) BASE Show details 6 NEPS technical report for science: Scaling results of starting cohort 4 in 11th grade Hahn, Inga; Kähler, Jana. - : Leibniz Institute for Educational Trajectories, National Educational Panel Study, 2016. : Bamberg, 2016. : pedocs-Dokumentenserver/DIPF, 2016 In: Bamberg : Leibniz Institute for Educational Trajectories, National Educational Panel Study 2016, 27 S. - (NEPS Survey Paper; 6) (2016) BASE Show details 7 Raters' different judgments of intelligibility in the English placement test at University of Illinois at Urbana-Champaign Lee, Ji Eun. - 2014 BASE Show details 8 IQdb: An intelligence quotient score-associated gene resource for human intelligence Kong, L; Cheng, L; Fan, L Y. - : Oxford University Press, 2013 BASE Show details 9 Kompetenzmodellierung. Zwischenbilanz des DFG-Schwerpunktprogramms und Perspektiven des Forschungsansatzes Klieme, Eckhard Hrsg.; Leutner, Detlev Hrsg.; Kenk, Martina Hrsg.. - : Beltz, 2010. : Weinheim, 2010. : Basel, 2010. : pedocs-Dokumentenserver/DIPF, 2010 In: Weinheim ; Basel : Beltz 2010, 312 S. - (Zeitschrift für Pädagogik, Beiheft; 56) (2010) BASE Show details 10 Sprachbewusstheit ... Eichler, Wolfgang; Nold, Günter. - : Beltz, 2007 BASE Show details 11 Sprachbewusstheit Eichler, Wolfgang; Nold, Günter In: Klieme, Eckhard [Hrsg.]; Beck, Bärbel [Hrsg.]: Sprachliche Kompetenzen. Konzepte und Messung. DESI-Studie (Deutsch Englisch Schülerleistungen International). Weinheim u.a. : Beltz 2007, S. 63-82 (2007) BASE Show details 12 Testing Writing on Computers Russell, Michael; Haney, Walt In: education policy analysis archives; Vol 5 (1997); 3 ; archivos analiticos de politicas educativas; Vol 5 (1997); 3 ; Arquivos Analíticos de Políticas Educativas; Vol 5 (1997); 3 ; 1068-2341 (1997) Abstract: Computer use has grown rapidly during the past decade. Within the educational community, interest in authentic assessment has also increased. To enhance the authenticity of tests of writing, as well as of other knowledge and skills, some assessments require students to respond in written form via paper-and-pencil. However, as increasing numbers of students grow accustomed to writing on computers, these assessments may yield underestimates of students' writing abilities. This article presents the findings of a small study examining the effect that mode of administration -- computer versus paper-and-pencil -- has on middle school students' performance on multiple-choice and written test questions. Findings show that, though multiple-choice test results do not differ much by mode of administration, for students accustomed to writing on computer, responses written on computer are substantially higher than those written by hand (effect size of 0.9 and relative success rates of 67% versus 30%). Implications are discussed in terms of both future research and test validity. Keyword: Computer Assisted Testing; Essay Tests; Middle School Students; Middle Schools; Multiple Choice Tests; Performance Factors; Test Format; Test Results; Testing Problems URL: https://doi.org/10.14507/epaa.v5n3.1997 https://epaa.asu.edu/ojs/article/view/604 BASE Hide details

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