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Conclusion Test 3 Test 4 CBTs PPTs CBTs PPTs CBTs NS ET NS ET NS ET NS ET NS ET 2.34 (concept) 2.45 (calculation) 1.49 (concept) 1.46 (calculation) 1.91 (concept) 1.95 (calculation) 1.85 (concept) 1.80 (calculation) 2.24 (concept) 2.20 (calculation) 2.17 (concept) 2.06 (calculation) 1.62 (concept) 1.51 (calculation) 1.37 (concept) .90 (calculation) 1.68 (concept) 1.40 (calculation) 1.05 (concept) 1.08 (calculation) .304 .591 .007 .936 .054 .818 .072 .789 .005 .944 .052 .831 .248 .622 3.222 084 1.229 .281 .005 .947 This study demonstrates the feasibility of adopting ET and CBTs to replace conventional NS and PPTs. Under the same MC testing item construct, the researchers investigate the performance difference among examinees between partial scoring by the elimination testing and the conventional dichotomous scoring method. This study first builds a computer-based assessment system, then adopts experimental design to record an examinee’s performance with different testing tools and scoring approaches. One-way ANOVA does not show sufficient proof to reject the hypothesis that the performance of students taking CBTs is the same as the performance of students taking PPTs. This finding is in agreement with Alexander et al. (2001) and Bodman and Robinson (2004). We conclude that the discrepancy does not exist in the performance of examinees who take PPTs nor in the performance of those who take such CBTs when ET is used. Next, the correct number of NS was compared to the number of full knowledge of ET in each test. Data analysis demonstrates that the number of correct NS items is greater than the full knowledge number of ET for each test, which shows that ET can distinguish between full knowledge and partial knowledge by partial scoring. The number of unexpected responses calculated by the Rasch model based on item response theory for dichotomous scoring and the partial credit model based on graded item response for elimination testing to estimate the examinee ability and item difficulty parameters reveals that the number of unexpected responses in NS is greater than ET for each test, which demonstrates that ET reduces the unexpected responses of examinees. ET scoring is helpful whenever examinees’ partial knowledge and unexpected responses are concerned. Moreover, the instructors can more accurately assess examinees’ partial knowledge by adopting ET and CBTs, which is not only helpful in teaching, but also increases examinees’ eagerness and willingness to learn. Experimental results also indicate that different question content does not influence the performance of examinees on PPTs or CBTs. This result did not confirm Ager’s study (1993). The first reason might be the course content, an introductory course focused on principles and concepts of operations management, instead of on lots of complex calculation. The second explanation is that the subjects in this study are all students from the information management department. These students are quite used to interacting with computer interfaces; consequently, they present the difference of performance on PPTs and CBTs is insignificant. We remain aware that the validity of any experimental study is limited to the scope of the experiment. Since the study involved only two classes and one 107
course, more comparison tests could be performed on other content subjects to induce those suited for adopting ET and CBTs to replace conventional NS and PPTs. Since the trend in e-learning technologies and system development is toward the creation of standards-based distributed computing applications. To maintain a high-quality testbank and promote the sharing and reusing of test items, further research should consider incorporating the IMS question and test interoperability (QTI) specification, which describes a basic structure for the representation of assessment data groups, questions, and results, and allows the CBT system to go further by using the shareable content object reference model (SCORM) and IMS metadata specification. References Abu-Sayf, F. K. (1979). Recent developments in the scoring of multiple-choice items. Educational Review, 31, 269– 270. Ager, T. (1993). Online placement testing in mathematics and chemistry. Journal and Computer-Based Instruction, 20 (2), 52–57. Akeroyd, F. M. (1982). Progress in multiple-choice scoring methods. Journal of Further and Higher Education, 6, 87–90. Alexander, M. W., Bartlett, J. E., Truell, A. D., & Ouwenga, K. (2001). Testing in a computer technology course: An investigation of equivalency in performance between online and paper and pencil methods. Journal of Career and Technical Education, 18 (1), 69–80. Baker, F. B. (1992). Item response theory: Parameter estimation techniques, New York, NY: Marcel Dekker. Ben-Simon, A., Budescu, D. V., & Nevo, B. (1997). A comparative study of measures of partial knowledge in multiple-choice tests. Applied Psychological Measurement, 21 (1), 65–88. Bodmann, S. M. & Robinson, D. H. (2004). Speed and performance differences among computer-based and paperpencil tests. Journal of Educational Computing Research, 31 (1), 51–60. Bond, T. G. & Fox, C. M. (2001), Applying the Rasch model: Fundamental measurement in the human sciences, Mahwah, New Jersey: Lawrence Erlbaum Associates. Bradbard, D. A. & Green, S. B. (1986). Use of the Coombs elimination procedure in classroom tests. Journal of Experimental Education, 54, 68–72. Bradbard, D. A., Parker, D. F., & Stone, G. L. (2004). An alternate multiple-choice scoring procedure in a macroeconomics course. Decision Sciences Journal of Innovative Education, 2 (1), 11–26. Bugbee, A. C. (1996). The equivalence of PPTs and computer-based testing. Journal of Research on Computing in Education, 28 (3), 282–299. Burton, R. F. (2002). Misinformation, partial knowledge and guessing in true/false tests. Medical Education, 36, 805–811. Bush, M. (2001). A multiple choice test that rewards partial knowledge. Journal of Further and Higher Education, 25 (2), 157–163. Chan, N., & Kennedy, P. E. (2002). Are multiple-choice exams easier for economics students? A comparison of multiple-choice and “equivalent” constructed-response exam questions. Southern Economic Journal, 68 (4), 957– 971. 108
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October 2007 Volume 10 Number 4
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Abstracting and Indexing Educationa
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The Relationship of Kolb Learning S
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a question about learning together
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affordances of networked learning s
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included a unit on collaborative le
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on at different times and work indi
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• the numerous evaluation studies
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wanted to work. The same inquiry pr
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usability studies have a place in t
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Milrad, M., & Jackskon, M. (2007).
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information- and communication tech
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Interactive Examination, the studen
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Table 1. Criteria for grading OD st
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content. Differences in the attitud
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Even though further research on the
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Olofsson, A. D. (2007). Participati
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Etzioni (1993) points out that an i
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programme. They are rather construc
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to be that each individual trainee
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Bernmark-Ottosson, A. (2005). Demok
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The Knowledge Foundation (2005). IT
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Figure 1. Design Theories in contex
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attention as we frequently discuss
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Blog Reflection This design concept
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Narrative Structure (Form) Content
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Löwgren, J., & Stolterman, E. (200
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critique, neither do the single ind
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suggested by Ljungberg (1999b) we c
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the del.icio.us site (see figure 3)
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Page 69 and 70: components to be able to deal with
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Page 97 and 98: Instructure 1 Login User-ID Passwor
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Page 139 and 140: Procedure Content analysis procedur
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portion of CourseInfo requires that
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Table 2. Assignment evaluation resp
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E-3c. Likert scale on usability: Th
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organized in four groups, namely: T
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The correlations were not high enou
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Data illustrate some reliability an
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nature, some specific core objectiv
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Frederiksen, J.R., & Collins, A. (1
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Bottino, R. M., & Robotti, E. (2007
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The Text Editor allows the editing
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Mathematical content and structure
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Consolidation exercises Solution co
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As to course components, the activi
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handle more formal representations
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Lagrange, J. B., Artigue, M., Labor
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processed information was classifie
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Method Participants The participant
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Table 5. Learning outcomes of diffe
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peers and benefited most from discu
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Kayes, D.C. (2005). Internal validi
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This paper considers the potential
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The first assumption ensures that c
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allowed to rise when external fundi
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The second option, lowering the cos
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Downes, S. (2003). Design and Reusa
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Appendix A. Good-enough approaches
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Rapid Prototyping and Design Based
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Initial Design Because the field-ba
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• reducing the number of required
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that they felt this hindrance; I fe
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goals” (Edelson, 2002, p. 114) wa
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more and more from the periphery of
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Edelson, M. (1988). The hermeneutic
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Wang, H.-Y., & Chen, S. M. (2007).
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If the universe of discourse U is a
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we can see that S( X ) − S( Y ) S
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Example 1: Let Ã and B ~ be two va
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columns shown in Table 2, where 1
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(3) Find the maximum value among th
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By applying Eq. (7), we can get the
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Q.2 carries 25 marks, Q.3 carries 2
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the proposed methods can evaluate s
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Gogoulou, A., Gouli, E., Grigoriado
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enabling learner (subject) to work
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• Self-, Peer- and Collaborative-
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(iii) Regulates the communication:
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Figure 3. A screen shot of the SCAL
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2 nd study: Thirty-five students pa
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them characterized it as time and e
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Soller, A. (2001). Supporting Socia
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making reference to the others wher
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Solution 2.2: Deliberately select h
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just near a deadline, when it may b
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assessed on an individual basis. Wi
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- and even appreciated - by student
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Panitz, T., & Panitz, P. (1998). En
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Concept Mapping Concept mapping by
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Research Questions In order to dete
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with their teacher but rather than
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Tukey’s HSD post hoc test reveale
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collaboratively during study time?
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Jegede, O.J., Alaiyemola, F.F., & O
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esources. The use of synchronous te
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The use of digital communication mo
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contributed more information and en
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3. Use the second screen for the le
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• Use drawing to develop writing
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student and teacher on the synchron
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Vogel, J. J., Vogel, D. S., Cannon-
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Cases The first set of ten case stu
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Kılıçkaya, F. (2007). Website re
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