Item Types and Demand: What Is the Impact on Demand of Manipulating Item Types in Computer Science GCSE and IGCSE? Research Report
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| Title: | Item Types and Demand: What Is the Impact on Demand of Manipulating Item Types in Computer Science GCSE and IGCSE? Research Report |
|---|---|
| Language: | English |
| Authors: | Green, Clare, Hughes, Sarah, Cambridge University Press & Assessment (United Kingdom) |
| Source: | Cambridge University Press & Assessment. 2022. |
| Availability: | Cambridge University Press & Assessment. Shaftesbury Road Cambridge CB2 8EA. Tel: 44-1223-553311; e-mail: directcs@cambridge.org; Web site: https://www.cambridgeassessment.org.uk/ |
| Peer Reviewed: | N |
| Page Count: | 21 |
| Publication Date: | 2022 |
| Document Type: | Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Test Items, Computer Science, Achievement Tests, Objective Tests, Computer Assisted Testing, Foreign Countries, Test Format, Secondary Education |
| Geographic Terms: | United Kingdom |
| Abstract: | The Digital High Stakes Assessment Programme in Cambridge University Press & Assessment is developing digital assessments for UK and global teachers and learners. In one development, the team are making decisions about the assessment models to use to assess computing systems knowledge and understanding. This research took place as part of the evidence gathering to inform decisions about the assessment model. One option would be to use objective questions in an online test which could be auto-marked using pattern-matching. The auto-marking would require a change in some item types. This piece of responsive research aimed to provide empirical evidence to the assessment developers quickly. The key questions for the study were: (1) If exam questions were manipulated to be objective questions, can the demand be maintained? and (2) If so, how can the demand be maintained in terms of which item types could be used? The CRAS scale of demand was chosen as the analysis tool. The CRAS framework enabled the analysis to reveal where demand might be affected should questions be rewritten for auto-marking. All items in the Computer Science (Computer Systems components) GCSE and IGCSE were investigated. |
| Abstractor: | ERIC |
| Entry Date: | 2022 |
| Accession Number: | ED622061 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED622061 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED622061 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Item Types and Demand: What Is the Impact on Demand of Manipulating Item Types in Computer Science GCSE and IGCSE? Research Report – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Green%2C+Clare%22">Green, Clare</searchLink><br /><searchLink fieldCode="AR" term="%22Hughes%2C+Sarah%22">Hughes, Sarah</searchLink><br /><searchLink fieldCode="AR" term="%22Cambridge+University+Press+%26+Assessment+%28United+Kingdom%29%22">Cambridge University Press & Assessment (United Kingdom)</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Cambridge+University+Press+%26+Assessment%22"><i>Cambridge University Press & Assessment</i></searchLink>. 2022. – Name: Avail Label: Availability Group: Avail Data: Cambridge University Press & Assessment. Shaftesbury Road Cambridge CB2 8EA. Tel: 44-1223-553311; e-mail: directcs@cambridge.org; Web site: https://www.cambridgeassessment.org.uk/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 21 – Name: DatePubCY Label: Publication Date Group: Date Data: 2022 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Test+Items%22">Test Items</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science%22">Computer Science</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Objective+Tests%22">Objective Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Testing%22">Computer Assisted Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Format%22">Test Format</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The Digital High Stakes Assessment Programme in Cambridge University Press & Assessment is developing digital assessments for UK and global teachers and learners. In one development, the team are making decisions about the assessment models to use to assess computing systems knowledge and understanding. This research took place as part of the evidence gathering to inform decisions about the assessment model. One option would be to use objective questions in an online test which could be auto-marked using pattern-matching. The auto-marking would require a change in some item types. This piece of responsive research aimed to provide empirical evidence to the assessment developers quickly. The key questions for the study were: (1) If exam questions were manipulated to be objective questions, can the demand be maintained? and (2) If so, how can the demand be maintained in terms of which item types could be used? The CRAS scale of demand was chosen as the analysis tool. The CRAS framework enabled the analysis to reveal where demand might be affected should questions be rewritten for auto-marking. All items in the Computer Science (Computer Systems components) GCSE and IGCSE were investigated. – Name: AbstractInfo Label: Abstractor Group: Ab Data: ERIC – Name: DateEntry Label: Entry Date Group: Date Data: 2022 – Name: AN Label: Accession Number Group: ID Data: ED622061 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED622061 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 21 Subjects: – SubjectFull: Test Items Type: general – SubjectFull: Computer Science Type: general – SubjectFull: Achievement Tests Type: general – SubjectFull: Objective Tests Type: general – SubjectFull: Computer Assisted Testing Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Test Format Type: general – SubjectFull: Secondary Education Type: general – SubjectFull: United Kingdom Type: general Titles: – TitleFull: Item Types and Demand: What Is the Impact on Demand of Manipulating Item Types in Computer Science GCSE and IGCSE? Research Report Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cambridge University Press & Assessment (United Kingdom) – PersonEntity: Name: NameFull: Green, Clare – PersonEntity: Name: NameFull: Hughes, Sarah IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Type: published Y: 2022 Titles: – TitleFull: Cambridge University Press & Assessment Type: main |
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