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Deconstructing the Testing Mode Effect: Analyzing the Difference Between Writing and No Writing on the Test.

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Title: Deconstructing the Testing Mode Effect: Analyzing the Difference Between Writing and No Writing on the Test.
Authors: Settlage, Daniel M.1 Dan.Settlage@uafs.edu, Wollscheid, Jim R.1 Jim.Wollscheid@uafs.edu
Source: Journal of the Scholarship of Teaching & Learning. Jun2024, Vol. 24 Issue 2, p79-89. 11p.
Subject Terms: *COVID-19 pandemic, *Bloom's taxonomy, *Ability, Writing ability testing, COVID-19 testing
Abstract: The examination of the testing mode effect has received increased attention as higher education has shifted to remote testing during the COVID-19 pandemic. We believe the testing mode effect consists of four components: the ability to physically write on the test, the method of answer recording, the proctoring/testing environment, and the effect testing mode has on instructor question selection. This paper examines the first component, the ability to write on the test, which we believe is a neglected area of study. Using a normalization technique to control for student aptitude and instructor bias, we find that removing the ability of students to physically write on the test significantly lowers student performance. This finding holds across multiple question types classified by difficulty level, Bloom's taxonomy, and on figure/graph-based questions, and has implications for testing in both face-to-face and online environments. [ABSTRACT FROM AUTHOR]
Copyright of Journal of the Scholarship of Teaching & Learning is the property of Journal of the Scholarship of Teaching & Learning and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Deconstructing the Testing Mode Effect: Analyzing the Difference Between Writing and No Writing on the Test.
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  Data: <searchLink fieldCode="AR" term="%22Settlage%2C+Daniel+M%2E%22">Settlage, Daniel M.</searchLink><relatesTo>1</relatesTo><i> Dan.Settlage@uafs.edu</i><br /><searchLink fieldCode="AR" term="%22Wollscheid%2C+Jim+R%2E%22">Wollscheid, Jim R.</searchLink><relatesTo>1</relatesTo><i> Jim.Wollscheid@uafs.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+the+Scholarship+of+Teaching+%26+Learning%22">Journal of the Scholarship of Teaching & Learning</searchLink>. Jun2024, Vol. 24 Issue 2, p79-89. 11p.
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  Data: *<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Bloom's+taxonomy%22">Bloom's taxonomy</searchLink><br />*<searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+ability+testing%22">Writing ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19+testing%22">COVID-19 testing</searchLink>
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  Data: The examination of the testing mode effect has received increased attention as higher education has shifted to remote testing during the COVID-19 pandemic. We believe the testing mode effect consists of four components: the ability to physically write on the test, the method of answer recording, the proctoring/testing environment, and the effect testing mode has on instructor question selection. This paper examines the first component, the ability to write on the test, which we believe is a neglected area of study. Using a normalization technique to control for student aptitude and instructor bias, we find that removing the ability of students to physically write on the test significantly lowers student performance. This finding holds across multiple question types classified by difficulty level, Bloom's taxonomy, and on figure/graph-based questions, and has implications for testing in both face-to-face and online environments. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of the Scholarship of Teaching & Learning is the property of Journal of the Scholarship of Teaching & Learning and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jun2024
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