Writing Processing in a Trial Version of the Computer Based University Entrance Examination: A Way to Motivate Curriculum Change in Spain [Konferenzbericht] Paper presented at the CALL Conference (14th, Antwerp, Belgium, Aug 18-20, 2010).

Autor/inn/en	Garcia Laborda, Jesus; Magal Royo, Teresa; Enriquez Carrasco, Emilia
Titel	Writing Processing in a Trial Version of the Computer Based University Entrance Examination: A Way to Motivate Curriculum Change in Spain [Konferenzbericht] Paper presented at the CALL Conference (14th, Antwerp, Belgium, Aug 18-20, 2010).
Quelle	(2010), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Curriculum Development; High Stakes Tests; Student Motivation; High School Seniors; College Entrance Examinations; Computer Assisted Testing; Internet; Technology Integration; Satisfaction; Student Attitudes; Essay Tests; Essays; Writing Processes; Language Tests; Computer Software Evaluation; Test Construction; Spain + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schulische Motivation; Aufnahmeprüfung; Zufriedenheit; Schülerverhalten; Schriftlicher Sprachgebrauch; Essay; Aufsatzunterricht; Language test; Sprachtest; Softwareanalyse; Testaufbau; Spanien
Abstract	This paper presents the results of writing processing among 260 high school senior students, their degree of satisfaction using the new trial version of the Computer Based University Entrance Examination in Spain and their degree of motivation towards written online test tasks. Currently, this is one of the closing studies to verify whether Spanish students would be sufficiently prepared to move from the traditional pen-and-paper test to an online version. In order, to analyze their responses, we compared the different productions done and recorded by a testing system of their responses to an essay task. The final goal was to understand whether they the current significant changes in the test may prevent or motivate them towards a computer based high stakes test. As opposed to general CALL, high stakes compulsory test may have a negative effect. This study, on the contrary, supports the implementation of such test. [This paper was published in: Aerts, A.; Colpaert, J.; Oberhofer, M (eds). (2010) Motivation and beyond, Proceedings CALL 2010, Antwerp, University of Antwerp, ISBN 9789057282973, p. 80-83.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10