ERIC Number: EJ1166166
Record Type: Journal
Publication Date: 2018-Jan
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0663
EISSN: N/A
Computer-Adaptive Testing: Implications for Students' Achievement, Motivation, Engagement, and Subjective Test Experience
Martin, Andrew J.; Lazendic, Goran
Journal of Educational Psychology, v110 n1 p27-45 Jan 2018
The present study investigated the implications of computer-adaptive testing (operationalized by way of multistage adaptive testing; MAT) and "conventional" fixed order computer testing for various test-relevant outcomes in numeracy, including achievement, test-relevant motivation and engagement, and subjective test experience. It did so among N = 12,736 Australian elementary (years 3 and 5) and secondary (years 7 and 9) school students. Multilevel modeling assessed the extent to which Level 1 (student) test condition (fixed order vs. adaptive), gender, and year group factors and Level 2 (school) socioeducational advantage, location, structure, and size factors predicted students' test-relevant outcomes. In terms of statistically significant main effects, students in the computer-adaptive testing condition generated lower achievement error rates (i.e., higher measurement precision). Other statistically significant computer-adaptive test effects emerged as a function of year-level and gender, with positive effects of computer-adaptive testing being relatively greater for females and older students: these students achieved more highly (year 9 students), reported higher test-relevant motivation and engagement (year 9 students), and reported more positive subjective test experience (females and year 9 students). These findings (a) confirm that computer-adaptive testing yields greater achievement measurement precision, (b) suggest some positive test-relevant motivation and engagement effects from computer-adaptive testing, (c) counter claims that computer-adaptive testing reduces students' test-relevant motivation, engagement, and subjective experience, and (d) suggest positive computer-adaptive testing effects for older students at a developmental stage when they are typically less motivated and engaged.
Descriptors: Computer Assisted Testing, Elementary School Students, Secondary School Students, Gender Differences, Instructional Program Divisions, Socioeconomic Status, Geographic Location, Predictor Variables, Foreign Countries, Academic Achievement, Student Motivation, Learner Engagement, Numeracy, Student Experience, Achievement Tests, School Size, Statistical Analysis, Statistical Significance
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A