Evaluation of Paper Test Strategies on Computer-Administered Tests: The Impact of Item Response Marking on Test Performance

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.

Name thesis:degree_name

Master of Science (MS)

Discipline thesis:degree_discipline

Psychology

Year dc:date.available

2018

Author dc:creator

• Ekberg, Erik

Contributors dc:contributor

• Tonya Buchanan
• Susan Lonborg
• Kara Gabriel

• Marking; marking-functionality; computer-administered test; test anxiety; traditional testing strategies
• Other Psychology
• Psychology
• Social and Behavioral Sciences

Language dc:language

English

Repository record dc:identifier

https://digitalcommons.cwu.edu/etd/935

OAI identifier oai:identifier

oai:digitalcommons.cwu.edu:etd-1968