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ERIC Number: ED519951
Record Type: Non-Journal
Publication Date: 2010
Pages: 122
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1242-9433-9
ISSN: N/A
Effects of Alternate Test Formats in Online Courses
Francis, Alan
ProQuest LLC, Ed.D. Dissertation, Texas A&M University - Commerce
The purpose of this study was to compare differences in methods of testing for two undergraduate online courses to determine the effect of alternate test formats in relation to participant grades. Specific purposes of this study were to determine whether a difference existed in student test scores between the control and treatment groups and whether a significant difference existed between student test scores for the alternate formatted and the nonalternate formatted test versions in relation to gender. A quasi-experimental design was utilized for this study. A total of 58 students participated in which 29 were in the control group and another 29 were in the treatment group. The study utilized an online survey to collect information from the student participants enrolled in an online course during the fall 2009 semester. Data gathered included the students' sex, age, classification, number of online courses taken during the fall 2009 semester, form of assessment preferred in online courses, and types of assessment that the participants felt had a greater impact on student learning in online courses. The Statistical Package for the Social Sciences (SPSS) software was used to analyze the student participants' test scores data. Data were tested at the .05 level of significance. The results of a paired-samples t test did not find any significant differences in mean test scores for the unaltered and altered versions of the final exam posttest or for the unaltered and altered posttest scores by gender. Instructors should be aware of the advantages of changing the question order and question answer choices for their online quizzes and exams each semester. Although creating altered versions of a quiz or exam may require more time and effort on the part of the test maker, test alteration may be a way of reinforcing test integrity. In addition, changing question order and question answer choices on quizzes and exams may also decrease the opportunities for students to cheat. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A