Educational Test Approaches: The Suitability of Computer-Based Test Types for Assessment and Evaluation in Formative and Summative Contexts

Autor/inn/en	van Groen, Maaike M.; Eggen, Theo J. H. M.
Titel	Educational Test Approaches: The Suitability of Computer-Based Test Types for Assessment and Evaluation in Formative and Summative Contexts
Quelle	In: Journal of Applied Testing Technology, 21 (2020) 1, S.12-24 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-5636
Schlagwörter	Computer Assisted Testing; Formative Evaluation; Summative Evaluation; Adaptive Testing; Educational Games; Computer Simulation; Automation; Educational Testing + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Computergrafik; Computersimulation
Abstract	When developing a digital test, one of the first decisions that need to be made is which type of Computer-Based Test (CBT) to develop. Six different CBT types are considered here: linear tests, automatically generated tests, computerized adaptive tests, adaptive learning environments, educational simulations, and educational games. The selection of a CBT type needs to be guided by the intended purposes of the test. The test approach determines which purposes can be achieved by using a particular test. Four different test approaches are discussed here: formative assessment, formative evaluation, summative assessment, and summative evaluation. The suitability of each CBT type to measure performance for the different test approaches is evaluated based on four test characteristics: test purpose, test length, level of interest for measurement (student, class, school, system), and test report. This article aims to provide some guidance in the selection of the most appropriate type of CBT. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01