Designing for learner engagement with computer-based testing

Richard Walker; Zoe Handley

doi:10.3402/rlt.v24.30083

Designing for learner engagement with computer-based testing

Richard Walker University of York
Zoe Handley University of York

DOI: https://doi.org/10.3402/rlt.v24.30083

Keywords: computer-based testing, summative assessment, participant-informed design, digital skills, IT proficiency for assessment

Abstract

The issues influencing student engagement with high-stakes computer-based exams were investigated, drawing on feedback from two cohorts of international MA Education students encountering this assessment method for the first time. Qualitative data from surveys and focus groups on the students’ examination experience were analysed, leading to the identification of engagement issues in the delivery of high-stakes computer-based assessments.The exam combined short-answer open-response questions with multiple-choice-style items to assess knowledge and understanding of research methods. The findings suggest that engagement with computer-based testing depends, to a lesser extent, on students’ general levels of digital literacy and, to a greater extent, on their information technology (IT) proficiency for assessment and their ability to adapt their test-taking strategies, including organisational and cognitive strategies, to the online assessment environment. The socialisation and preparation of students for computer-based testing therefore emerge as key responsibilities for instructors to address, with students requesting increased opportunities for practice and training to develop the IT skills and test-taking strategies necessary to succeed in computer-based examinations. These findings and their implications in terms of instructional responsibilities form the basis of a proposal for a framework for Learner Engagement with e-Assessment Practices.

(Published: 14 December 2016)

Citation: Research in Learning Technology 2016, 24: 30083 - http://dx.doi.org/10.3402/rlt.v24.30083

Downloads

Download data is not yet available.

Author Biographies

Richard Walker, University of York

Dr Richard Walker is E-Learning Development Team Manager at the University of York

Zoe Handley, University of York

Dr Zoe Handley is Director of MA Taught Programmes (Admissions and Assessment) in the Department of Education at the University of York.

Published

2016-12-14

How to Cite

Walker R., & Handley Z. (2016). Designing for learner engagement with computer-based testing. Research in Learning Technology, 24. https://doi.org/10.3402/rlt.v24.30083

Download Citation

Issue

Vol. 24 (2016)

Section

Original Research Articles

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors contributing to Research in Learning Technology retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.