Effects of Test Mode and Medium on Elementary School Students’ Test Experience

IF 3.2 3区心理学 Q2 PSYCHOLOGY, APPLIED

European Journal of Psychological Assessment Pub Date : 2023-05-23 DOI:10.1027/1015-5759/a000767

Thomas Brüggemann, Ulrich Ludewig, Ramona Lorenz, Nele McElvany

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引用次数: 0

Abstract

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.

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测试模式和测试媒介对小学生测试体验的影响

摘要：数字媒体在教育中的使用可以带来巨大的好处，它在学校教育中的应用正在稳步增加。管理纸质测试与基于计算机的测试以及固定项目测试与适应性测试可能会造成测试体验的差异，这可能威胁到测试结果的可比性。本研究调查了标准化阅读理解测试的纸笔、计算机和计算机自适应测试格式如何影响德国四年级学生的考试焦虑和动机。对387名四年级学生（年龄：9-10岁；46.3%为女性）进行了一项班内随机现场试验。协方差重复测量分析（ANCOVA）显示，在控制特质测试焦虑和测试前状态焦虑时，测试形式之间的状态测试焦虑没有差异，但在控制特质阅读动机的情况下，在屏幕上阅读时，状态阅读动机最初更高。然而，这种差异在测试过程中会减少。讨论了在小学考试中使用数字媒体的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Psychological Assessment PSYCHOLOGY, APPLIED-

CiteScore

6.40

自引率

4.00%

发文量

期刊介绍： The main purpose of the EJPA is to present important articles which provide seminal information on both theoretical and applied developments in this field. Articles reporting the construction of new measures or an advancement of an existing measure are given priority. The journal is directed to practitioners as well as to academicians: The conviction of its editors is that the discipline of psychological assessment should, necessarily and firmly, be attached to the roots of psychological science, while going deeply into all the consequences of its applied, practice-oriented development.