Impact of Computer-Predicated Educational Achievement Test on Test Performance and Test Takers’ Motivation

Abstract

There has been an incrementing interest in recent years in developing and utilizing computer-predicated tests in edifying assessment. To supersede paper-predicated tests with computer-predicated ones, the standards for developing computerizedassessment (International Test Commission., 2004) requires equipollent test scores to be established for the incipient computer-predicated test and the conventional paperpredicated test. However, in most test mode commensurability studies, the genuine test items used have been identical, and yet consequential differences have been found in test scores in paper-predicated and computer-predicated modes. This has been reported for more than a few subjects, containing languages, science and mathematics. The validity of utilizing computer-predicated tests in edifying assessment must therefore be queried. This study involves a biology test and a biology motivation questionnaire utilizing a Solomon four-group experimental design to examine the validity of the computer-predicated test and its effects on test performance and the motivation of test-takers. The findings provide auxiliary evidence for the validity of computer-predicated test in scholastic assessment.