Authors: | Brüggemann, Thomas Ludewig, Ulrich Lorenz, Ramona McElvany, Nele |
Title: | Effects of test mode and medium on elementary school students’ test experience |
Language (ISO): | en |
Abstract: | The use of digital media in education can bring great benefits and its use in schooling is steadily increasing. Administrating paper- versus computer-based as well as fixed-item versus adaptive tests could create differences in test experience, which can threaten the comparability of test results. This study investigated how the pen-and-paper, computer-based, and computer-adaptive test formats of a standardized reading comprehension test affect test anxiety and motivation among German fourth-grade students. A within-class randomized field trial with 387 fourth graders (aged: 9–10 years; 46.3% female) was conducted. Repeated-measures analysis of covariance (ANCOVA) revealed no differences in state test anxiety between the test formats when controlling for trait test anxiety and pre-test state anxiety, but state reading motivation was initially higher when reading on a screen, controlling for trait reading motivation. However, this difference diminishes over the course of the test. Implications for using digital media in elementary school test situations are discussed. |
Subject Headings: | primary education anxiety motivation mode effect adaptive testing |
Subject Headings (RSWK): | Grundschule Motivation Prüfungsangst Neue Medien Adaptiver Test |
URI: | http://hdl.handle.net/2003/42565 http://dx.doi.org/10.17877/DE290R-24401 |
Issue Date: | 2023-05-23 |
Rights link: | https://creativecommons.org/licenses/by/4.0/ |
Appears in Collections: | Institut für Schulentwicklungsforschung |
Files in This Item:
File | Description | Size | Format | |
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brüggemann-et-al-2023-effects-of-test-mode-and-medium-on-elementary-school-students-test-experience.pdf | DNB | 238.13 kB | Adobe PDF | View/Open |
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