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Autor:
Molnar, Gyongyvér; Toth, Krisztina R.; Csapo, Beno:

Titel:
The relationship between item type, students characteristics and media-effect in CBA

Quelle:
In: European Association for Research on Learning and Instruction (Hrsg.): Book of abstracts and extended summaries Leuven : EARLI (2011) , 4-5

URL des Volltextes:
http://www.earli2011.org/media/Documents_EARLI2011/BookofAbstractsandSummaries.pdf

Sprache:
Englisch

Dokumenttyp:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings

Schlagwörter:
Computerunterstütztes Verfahren, Einflussfaktor, Empirische Untersuchung, Leistungstest, Medien, Schüler, Ungarn, Validität


Abstract(englisch):
Paper-based assessment reached its limits, however the shift from paper-pencil (PP) to computer-based assessment (CBA) poses new questions. Validity issues regarding media-effect studies belong to one of the key areas. Several studies have been conducted with older students to measure validity (Csapo, Molnar & R. Toth, 2009), however, only a few focused on early childhood education (Choi and Tinkler, 2002). The purpose of this paper is (1) to study the media-effects in a cross-curricular competency field by first grade (age 6-7) students; (2) categorize item formats and students according to their media-dependence. Due to the young age of the target population, the instrument of the study consisted of figural, nonverbal items. The same inductive reasoning test was administered in PP and in CB mode (N=5156 and 313, respectively). The online data collection was carried out with the TAO platform. Student-level differences indicated media-effect, students' achievement was higher in PP (45.33%) than in CB format (32.6%; t=6.11, p(.01). The highest media-effect was noticeable at items where the answer and distractors contained more figures. Students' socio-economic factors, gender and frequencies of computer-usage did not influence their CB test scores.


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zuletzt verändert: 11.11.2016