{"id":{"repo_id":"central-wash","oai_identifier":"oai:digitalcommons.cwu.edu:etd-1968"},"canonical_url":"https://search.dev.ndltd.org/etd/central-wash/oai:digitalcommons.cwu.edu:etd-1968","repository":{"repo_id":"central-wash","name":"Central Washington University","base_url":"https://digitalcommons.cwu.edu/do/oai/"},"display":{"title":"Evaluation of Paper Test Strategies on Computer-Administered Tests: The Impact of Item Response Marking on Test Performance","abstract":"Marking on paper tests (e.g., crossing-out incorrect answers) has been associated with improved test performance, especially for students with higher test anxiety. Despite these benefits, marking has not been implemented or evaluated on computer-administered tests. After measuring test anxiety in participants using an adapted version of the Test Anxiety Inventory Short-form (TAI-5C), we randomly assigned participants to either the required-mark (n = 85) or control (n = 88) condition and measured test performance on 18 practice Scholastic Aptitude Test (SAT) math questions. A multiple regression was performed to model test performance from test anxiety, condition group, and their interaction, R2 = .08, F (3, 169) = 5.17, p < .01. We found that only test anxiety impacted test performance significantly, β = -0.06, p < .01. We discuss these findings, the limitations of our study, and suggest alternatives which may enhance the test taker experience during computer-administered tests.","abstract_html":"Marking on paper tests (e.g., crossing-out incorrect answers) has been associated with improved test performance, especially for students with higher test anxiety. Despite these benefits, marking has not been implemented or evaluated on computer-administered tests. After measuring test anxiety in participants using an adapted version of the Test Anxiety Inventory Short-form (TAI-5C), we randomly assigned participants to either the required-mark (n = 85) or control (n = 88) condition and measured test performance on 18 practice Scholastic Aptitude Test (SAT) math questions. A multiple regression was performed to model test performance from test anxiety, condition group, and their interaction, R2 = .08, F (3, 169) = 5.17, p &lt; .01. We found that only test anxiety impacted test performance significantly, β = -0.06, p &lt; .01. We discuss these findings, the limitations of our study, and suggest alternatives which may enhance the test taker experience during computer-administered tests.","abstract_has_math":false,"creators":["Ekberg, Erik"],"institution":null,"degree_name":"Master of Science (MS)","degree_level":null,"degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Tonya Buchanan","Susan Lonborg","Kara Gabriel"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-01-01T08:00:00Z","date_published":"2018-01-01T08:00:00Z","updated_at":"2026-07-24T01:37:23Z","subjects":["Marking; marking-functionality; computer-administered test; test anxiety; traditional testing strategies","Other Psychology","Psychology","Social and Behavioral Sciences"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.cwu.edu/etd/935","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Tonya Buchanan","Susan Lonborg","Kara Gabriel"]},{"key":"dc:creator","label":"Author","values":["Ekberg, Erik"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-07-15T07:00:00Z"]},{"key":"dc:type","label":"Dc Type","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MS)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Marking; marking-functionality; computer-administered test; test anxiety; traditional testing strategies","Other Psychology","Psychology","Social and Behavioral Sciences"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.cwu.edu/etd/935"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Marking on paper tests (e.g., crossing-out incorrect answers) has been associated with improved test performance, especially for students with higher test anxiety. Despite these benefits, marking has not been implemented or evaluated on computer-administered tests. After measuring test anxiety in participants using an adapted version of the Test Anxiety Inventory Short-form (TAI-5C), we randomly assigned participants to either the required-mark (n = 85) or control (n = 88) condition and measured test performance on 18 practice Scholastic Aptitude Test (SAT) math questions. A multiple regression was performed to model test performance from test anxiety, condition group, and their interaction, R2 = .08, F (3, 169) = 5.17, p < .01. We found that only test anxiety impacted test performance significantly, β = -0.06, p < .01. We discuss these findings, the limitations of our study, and suggest alternatives which may enhance the test taker experience during computer-administered tests."]},{"key":"dc:title","label":"Title","values":["Evaluation of Paper Test Strategies on Computer-Administered Tests: The Impact of Item Response Marking on Test Performance"]}]}],"canonical_facts":{"dc:contributor":["Tonya Buchanan","Susan Lonborg","Kara Gabriel"],"dc:creator":["Ekberg, Erik"],"dc:date.available":["2023-07-15T07:00:00Z"],"dc:description.abstract":["Marking on paper tests (e.g., crossing-out incorrect answers) has been associated with improved test performance, especially for students with higher test anxiety. Despite these benefits, marking has not been implemented or evaluated on computer-administered tests. After measuring test anxiety in participants using an adapted version of the Test Anxiety Inventory Short-form (TAI-5C), we randomly assigned participants to either the required-mark (n = 85) or control (n = 88) condition and measured test performance on 18 practice Scholastic Aptitude Test (SAT) math questions. A multiple regression was performed to model test performance from test anxiety, condition group, and their interaction, R2 = .08, F (3, 169) = 5.17, p < .01. We found that only test anxiety impacted test performance significantly, β = -0.06, p < .01. We discuss these findings, the limitations of our study, and suggest alternatives which may enhance the test taker experience during computer-administered tests."],"dc:identifier":["https://digitalcommons.cwu.edu/etd/935"],"dc:language":["English"],"dc:subject":["Marking; marking-functionality; computer-administered test; test anxiety; traditional testing strategies","Other Psychology","Psychology","Social and Behavioral Sciences"],"dc:title":["Evaluation of Paper Test Strategies on Computer-Administered Tests: The Impact of Item Response Marking on Test Performance"],"dc:type":["Text"],"thesis:degree_discipline":["Psychology"],"thesis:degree_name":["Master of Science (MS)"]},"updated_at":"2026-07-24T01:37:23Z"}